مطالب

Rooted in the Cognitive Load (CL) and Dual Coding theories, this sequential explanatory study examined the CL levels experienced by 36 available Iranian pre-intermediate English as a Foreign Language (EFL) learners in auditory and visual Phonemic Awareness Tasks (PATs). The PATs focused on 'th' sound variations that were specifically challenging for Persian speakers of English. Participants were divided into two equal groups. The first group underwent auditory and visual PATs (i.e., picture sorting and word discrimination). The second group faced auditory PATs only (i.e., rhyme recognition and sound isolation) structured around voiced and voiceless ‘th’ sounds. In the qualitative phase, 8 participants were randomly interviewed to discover the potential reasons behind various levels of CL measured in certain PATs. A Virtual Reality (VR) cognitive pupillometry analysis was performed for two groups in an immersive VR environment using VR Head-Mounted Displays (VR-HMDs) and Tobii Nexus software, followed by thematic analysis. GazeMetrics strategies were employed to validate and ensure the reliability of the data collection process. The quantitative results demonstrated (a) no critical differences regarding the CL experienced by the participants in each group concerning voiced vs. voiceless’ th’ PATs and (b) higher levels of CL (increased pupil diameter, decreased blink rates, and increased gaze pattern or fixation duration) among participants in the auditory PATs group compared to the ones in the auditory and visual PATs group. Besides, qualitative findings identified the following factors as the most probable causes of the observed differences in CL levels among participants: (a) segmental differences, (b) phonological transfer, (c) phonological fossilization, (d) working memory constraints, (e) cognitive flexibility, and (f) task delivery methods. This study contributes to cognitive phonology, phonological processing, perceptual-motor language functions, and English material development.

This study investigates the impact of computerized dynamic assessment (C-DA) on grammar learning among Iranian EFL learners, focusing on the moderating role of working memory (WM). A nonrandomized pretest-posttest control group design was employed, with 60 male learners aged 17 to 18 divided into experimental and control groups. The participants were assessed using the Oxford Quick Placement Test (OQPT) to determine language proficiency and a researcher-made test to measure knowledge of past perfect tense. The intervention involved C-DA sessions conducted via the Google Meet platform for the experimental group, while the control group received traditional teacher-fronted lessons. Results from independent-sample t-tests and one-way between-groups ANOVAs revealed a significant improvement in grammar learning among the experimental group compared to the control group. However, no discernable difference was found in the performance of high and low WM learners in response to C-DA. These findings highlight C-DA's potential as a practical instructional approach for grammar learning in EFL contexts. They underscore the need for further research to explore its utility across different learner profiles.

Highlighting the inseparable link between language, culture, and technology in English as a foreign language education, this qualitative exploratory study examined the impact of cultural and multicultural awareness on Iranian EFL teachers’ professional development within augmented virtual reality (AVR)-based and conventional teacher education programs. Thus, 28 EFL teachers participated in semi-structured interviews and reflective inquiries following eight-week training courses. Data analysis was done manually via qualitative thematic analysis and by MAXQDA according to Guskey’s (2002) professional development model. Consequently, seven themes for the conventional group (maintaining a culturally responsive environment, enhanced teachers’ behavior, curriculum improvement, creative ideas, enhanced skills, efficient communication, and preparing students for effective communication) and five themes for the AVR group (experiencing authentic material and environment, accessibility features, less interactivity in the classroom, teachers’ passion and confidence improvement, and less cultural boundaries) were extracted. The study highlighted the crucial role of cultural and multicultural immersion and adaptive teaching strategies in creating culturally responsive environments. This approach equipped EFL instructors to address diverse student needs and foster inclusive learning spaces effectively. Moreover, the AVR technology deepened cultural immersion and supported modern teaching approaches, enhancing educators' ability to engage with diverse cultural classrooms. Despite the observed improvements in trainees’ passion and confidence, a need for reconsidering technological aspects in contemporary teacher education was identified. Ultimately, the findings offered pedagogical implications for EFL teacher education and teacher trainers to equip teachers with the necessary skills to address cultural and multicultural challenges in EFL teaching and stimulate their professional growth.

Assessing learners’ writing is one of the primary responsibilities of English language teachers. Nevertheless, research on teachers’ writing assessment literacy (WAL) is scarce. To this end, this study a) explored Iraqi Kurdish EFL teachers’ writing assessment knowledge, beliefs, and practices and b) examined assessment strategies they employ to assess learners’ writing ability and the feedback they provide on learners’ writing performance. Data were collected from language teachers in the Kurdistan Region of Iraq (N=80), who taught at universities, institutes, and schools, utilizing a modified version of the WAL questionnaire consisting of five sections, including teachers’ demographic information, assessment strategies, knowledge of WAL, beliefs about WAL, and practices concerning WAL. Semi-structured interviews were conducted with a group of volunteer teachers (N=10). The findings highlighted teachers’ insufficient knowledge of writing assessments. A significant mismatch was found between teachers’ stated beliefs and their practices in the use of formative and summative assessment. The teachers had positive beliefs toward formative assessment; however, they preferred using summative assessment. The qualitative findings further pointed to a significant knowledge gap among teachers regarding specific terminologies, such as formative and summative assessment, as well as scoring rubrics. Finally, the results indicated that teachers used various feedback types to improve learners’ writing skills. The findings emphasize the need to improve teachers’ writing assessment literacy in order to bridge the gap between teachers’ beliefs and their practices of writing assessment.  

Since its establishment, the Islamic Republic of Iran has faced various political challenges. In some instances, certain crises appeared sufficient to topple the regime, yet through crisis management by Iran''''''''s leaders, conditions eventually led to the stabilization of the revolution. The present study aims to explore the methods of the Supreme Leader and the model for addressing the political challenges of the Islamic Republic. The main research question is: ‘Does the Supreme Leader have a comprehensive model for managing political crises?’ To this aim was used qualitative-descriptive method, employing document analysis and targeted sampling through interviews with experts. Content analysis of these interviews has also been conducted to identify the components of the research. Results: The study of methods and actions within the framework of crisis leadership was conducted based on indicators of control, mobilization, spiritual influence, and informed management of events. After interviews with experts, the findings were categorized into four levels: Preventive measures and challenge identification, decision-making, confrontation and management of challenges and crises, shaping awareness and conceptualization, learning, and delineating crisis lessons. Key components include: Macro-level policymaking, information assessment and awareness, management of destabilizing events, decisive confrontation with crisis-inducing factors and conditions, leadership of public opinion, clarification of citizens’ and institutions’ responsibilities, utilization of the spiritual influence of the Supreme Leader, discourse formation, conceptualization, education, foresight, and further elaboration.

In the wake of the social and scientific developments of the modern era in Europe, Muslim thinkers have been seeking a new method of ijtihad (independent reasoning) in order to adapt Islam to the changes of the time or to produce new Islamic jurisprudential rulings for the emerging social transformations. Attention to the objectives (Maqaṣid) of Shariʻah in ijtihad has been a way for the flourishing and dynamism of jurisprudence and providing appropriate responses to new issues. Attention to the objectives (Maqaṣid) of Shariʻah is more prominent in the views of jurists who have had a social and governmental approach to the religion of Islam. Imam Khomeini and Sayyid Muhammad Baqir Sadr are among these jurists. In this research, using the descriptive method and library data collection, the following questions have been addressed: ‘What position the objectives (Maqaṣid) of Shariʻah have in the thought of Imam Khomeini and Sadr?’ and ‘What are the differences and similarities with the views of Sunni jurists?’ The result indicated that Imam Khomeini has presented novel views with regard to the objectives (Maqaṣid) of Shariʻah, and his attention to the objectives of Shariʻah in the process of inference has been effective both in the expansion and deepening of jurisprudence. Sadr, too, based on definitive rational methods, seeks to find and uncover the ultimate goals of Shariʻah, and for this purpose, he distinguishes the objectives of Shariʻah from its aims. The common point between the views of Sunni jurists and Imam Khomeini and Sadr in enumerating the objectives of Shariʻah is the establishment of social justice and the preservation of the social system, and the difference is in the attention to the preservation of religion as one of the objectives of Shariʻah in the view of Shi'a jurists.