مطالب

In the Industry 4.0 era, many pioneering industries are leveraging emerging technologies such as the Internet of Things (IoT) as solutions in the digital age. One of the largest and most active industries in Iran is the food industry, which stands to benefit significantly from these advancements. Achieving a sustainable competitive advantage is often possible at the level of the supply chain, where companies use information and communication technologies, such as IoT, to coordinate information, finances, and materials among supply chain actors. This research aimed to identify the key success factors (KSFs) for implementing IoT in the food supply chain. Firstly, through a systematic literature review, the KSFs for IoT implementation in the food supply chain were identified. To develop a measurement model, confirmatory factor analysis using structural equation modeling was employed, making the research applied-descriptive. A questionnaire was designed and completed by 142 members of the "Amadeh Laziz" supply chain (a case study), who were selected using a stratified random sampling method. Confirmatory factor analysis and LISREL 8.83 were then used to validate the proposed model. Finally, the cause-and-effect relationship between KSFs in IoT implementation in the food supply chain was analyzed using Grey DEMATEL. Based on the confirmatory factor analysis findings, the KSFs in implementing IoT in the food supply chain were identified as technical, economic, legal, cultural and social, security, applicability of IoT throughout the supply chain, and implementation of IoT applications. Thus, the measurement model included eight factors and 27 measures. According to the cause-and-effect relationship findings, "Implementation of IoT applications" and "Economic" factors were found to be mostly influenced, while "Applicability of IoT throughout the supply chain" and "Technical" factors were recognized as the most influential. The results of this research can guide food producers and technology policymakers in their supply chains and help avoid trial and error in IoT implementation by leveraging global and national experiences.

The main goal of this research was to design a green marketing model based on the emotional intelligence of Iran's oil industry managers. This research was conducted based on a mixed-methods approach, incorporating both qualitative and quantitative phases. In the first stage, the research was classified as qualitative with an exploratory approach, and in the second stage, it was descriptive-quantitative-survey research. In the qualitative phase, the purposeful and snowball sampling method was employed based on the saturation rule by conducting 18 interviews with managers of companies under the Ministry of Petroleum and university marketing professors. The data were analyzed using the Strauss and Corbin coding method and MaxQDA2020 software, and finally, the research paradigm model was presented. In the quantitative part, 384 managers and employees of Iran's oil industry were selected by stratified random sampling. The obtained model was validated using the partial least squares method and Smart PLS software. The research results indicated a positive and significant effect of causal conditions on the central phenomenon, as well as a positive and significant effect of background conditions, the central phenomenon, and intervention conditions on strategies. Also, strategies were found to have a positive and significant effect on the consequences of green marketing based on the emotional intelligence of managers.

Findings on recast as feedback on learners’ erroneous forms tend to be less than conclusive or confirmatory. Also, the conventional formulations in literature give partial accounts of recasting as an effective methodological practice. The present study proposes recast enriched by negotiation (REN) on the learners’ part as an alternative. For investigating the hypothetical effect, three all-female groups were concentrated on, namely explicit feedback, recast and REN. Summary writing task as post-test concentrated on the learners’ accuracy in terms of error-free T units, and complexity regarding word per sentence ratio as well as lexical density. One-way ANOVA for three independent samples and post hoc analyses revealed that accuracy and word per sentence ratio did not vary significantly; however, lexical density improved as a result of REN. Findings and implications of the study are discussed in the light of methodological potentials and literature.  

Advocating the inclusion of neurocognitive science concepts in English language teacher training curriculum is gaining more interest. However, little is known about the prospective teachers' perceptions of neurocognitive science core concepts. The purpose of this phenomenological study was to explore the prospective ELT teachers' perceptions of the neurocognitive core concepts and the applications of them through the lens of four neuro-educational models in the classroom practices. Fifteen prospective Iranian ELT teachers were interviewed and the data were analyzed using the phenomenological method. The findings revealed that the prospective ELT teachers lacked a clear understanding of the neurocognitive concepts and their implications in classroom practices. The findings support the inclusion of neurocognitive science core concepts training in language teachers' professional development.

This study aimed to explore Iranian EFL teachers' perceptions of Critical Pedagogy (CP) and their classroom practices. For this purpose, a total of 22 EFL teachers were selected through convenience sampling and participated in an online semi-structured written interview. A sub-group of them also took part in a phone interview. Textual data were analyzed using grounded theory coding types, including open, axial, and selective coding, with MAXQDA software (Version 2020). The findings revealed two broad themes: raising students' critical consciousness and learner-centered pedagogy for CP definition, and communicative tasks and learner-centered activities for CP classroom practices. Additionally, the dominant barriers to the implementation of CP in the Iranian EFL context were identified as the top-down educational system, teachers' variables, and practical barriers.