مطالب

This study was intended to explore the Iranian EFL learners’ stance towards Technology-Enhanced Personalized Language Learning (TEPLL) and how it influences language development. Specifically, this study investigated the relationships among learners’ stances towards TEPLL, relating to effectiveness, integration into daily life, autonomy, engagement, and satisfaction, with L2 speaking and writing motivation. It also examined how learners’ stances to the instruction of TEPLL were related to their progress in developing productive skills both in speaking and writing. In addition, instructional facets promoting and inhibiting learners’ progress were highlighted. With 120 EFL Iranian learners from five language institutes in Isfahan, Iran, the present project assigned participants to experimental and control groups with 60 persons each, according to the proficiency levels: pre-intermediate, intermediate, and advanced. Data were collected via a Learning Experience Questionnaire and semi-structured interviews. The experimental group received instruction in TEPLL through Speechling for speaking practice and through Moodle for writing practice. The results generally indicated a positive stance towards TEPLL; the learners reported high scores regarding perceived effectiveness, ease of integration, autonomy, engagement, and satisfaction. They also demonstrated more motivation concerning the development of L2 speaking and writing. On the other hand, it established the challenges of technical problems, inadequate content, and poor preparation. Interviews with students showed that TEPLL is an excellent tool for practicing speaking and pronunciation but also brought to the surface the demand for better audio-visual quality, more content volume, and individual support. The findings suggest that while potentially very effective in bettering the language learning of Iranian EFL learners, TEPLL has to be administered with caution, and its administration kept under constant review to reduce the potential challenges. Keywords: Self-determination Theory (SDT), Stance, Technology-Enhanced Personalized Language Learning (TEPLL)

The Tigris-Euphrates basin is of high regional and global significance; however, the lack of a comprehensive multilateral agreement among riparian states has transformed the management of this transboundary watercourse into a political, security, and environmental challenge. The central issue addressed in this research is the evaluation of the quality of the application of the 'no significant harm' principle within the basin. Specifically, the study investigates whether water resource utilization—such as constructing dams beyond the natural capacity of the rivers and excessive extraction of groundwater—complies with legal obligations and the principles of equitable and reasonable utilization. This study employs an innovative interdisciplinary approach that integrates legal and technical analyses. The legal framework is established by examining customary sources, international conventions, and the insights of prominent international law scholars regarding the definition and scope of "no significant harm." Concurrently, up-to-date technical data on dam capacities, river flow alterations, and groundwater extraction—sourced from reputable publications—serve as the empirical basis for assessing the practical application of the principle. The findings indicate that mismanagement practices in water resource development can inflict significant harm on the ecosystem, regional wetlands, and the livelihoods of local communities. Therefore, the formulation of a comprehensive framework and the advancement of multilateral cooperation for the equitable and reasonable use of the Tigris-Euphrates resources is imperative.

In their book, "The Other Prophet: Jesus in the Qur’an," Mouhanad Khorchide and Klaus von Stosch examine Qur’an 4:157, offering a perspective that challenges conventional Islamic interpretations of the verse. The central argument of Khorchide and Von Stosch is that the Qur’an does not explicitly reject the crucifixion of Jesus. Instead, they propose an alternative interpretation that aligns the verse with Gospel narratives. They contend that traditional Muslim exegetes have historically misconstrued this verse, presenting it as contradictory to Gospel accounts rather than acknowledging its potential consonance with them. This article systematically categorizes and then critically examines Khorchide and Von Stosch’s interpretation of Qur’an 4:157. Employing the method of Tafsīr al-Qur'ān Bi'l Qur'ān (interpreting the Qur’an by the Qur’an) alongside a comparative analysis with the New Testament, the study demonstrates how Khorchide and Von Stosch's reading of Qur’an 4:157 diverges from the verse’s explicit textual and contextual meaning.

This study explored the impact of critical pedagogy training for IELTS teachers on their students’ self-regulated learning. It also examined the relationship between students’ self-regulation and their IELTS performance, as well as how teachers implemented critical pedagogy principles in their classrooms. A mixed-methods research design was used, combining quantitative and qualitative approaches. 30 IELTS teachers and 150 learners from a language school in Tehran were recruited based on non-random convenience sampling technique. Teachers received training in critical pedagogy, after which learners completed a self-regulation questionnaire both before and after the intervention. Language proficiency was assessed using two official IELTS mock tests. Classroom observations and semi-structured interviews with teachers provided qualitative insights into instructional practices. Results showed that learners whose teachers received the training had significantly higher self-regulation scores post-intervention compared to a control group. A positive correlation was found between self-regulation and IELTS performance. Observations and interviews revealed that trained teachers used more dialogic, student-centered methods that promoted autonomy and reflective learning. The findings suggest that critical pedagogy training can effectively enhance both learner autonomy and exam preparedness. These results have implications for improving teacher education and classroom practices in high-stakes language testing environments.