مطالب

Purpose- To develop agritourism, based on the supply and demand framework, it is essential to understand the preferences of tourists as well as the tendency and capabilities of the local community to participate in the development of agritourism. The study aims to examine tourists’ preferences, gardeners’ preferences and capabilities for agritourism activities, and to compare tourists’ preferences and gardeners’ preferences and capabilities regarding agritourism activities.Design/methodology/approach- The research method is a descriptive-analytical type carried out by a survey method. The study population consisted of 109 apple gardeners the 15 sample villages of Semirom County who were selected using a targeted sampling method, and 252 tourists who visited the sample villages. The data were collected using two researcher-designed questionnaires. To analyze the data, SPSS software along with inferential statistical methods, including One-sample t-test and Friedman were used.Findings- The findings indicated that tourists' demand for agritourism activities is high and they are interested in all types of agritourism activities. Gardeners are willing to provide agritourism activities, but they have low capability to offer them to tourists. Also, the findings indicated no match between the demand and supply for agritourism activities; Tourists’ main preferences were for Agri-recreation, Agri-experience and Agri-accommodation, and food services, while the tendency and capability of gardeners were more about agri-entertainment and Agri-education.Practical implications- The findings will be useful for tourism planners to develop optimal strategies for developing agritourism with a better understanding of the behaviors and preferences of tourists as well as the willingness and ability of gardeners.Original/value- Using the integrated supply and demand framework to analyze the gap between tourists' preferences and gardeners' capabilities for agritourism activities is the innovations of the research.

Many difficulties learners experience during language learning interfere with their performance, and those associated with their psychology play an integral role in this process. Underpinned by Bandura’s social cognitive theory and Dweck’s implicit theory of intelligence, this article explored how language mindsets influenced female EFL learners’ cognitive engagement through the mediation of risk-taking. Following a quantitative design and drawing on stratified sampling, the researchers ran the Power Analysis Calculator and selected 384 language learners from six institutes of Tabriz, Iran. The data were collected by three questionnaires, including the Language Mindset Inventory of Lou and Noels (2017), University Student Engagement Inventory (USEI) designed by Maroco et al., (2016), and the Barratt Impulsiveness Scale (BIS) of Patton, Stanford and Barratt (1995). The PLS-SEM analysis showed that learners’ growth mindsets were directly related to cognitive engagement. Furthermore, risk-taking significantly mediated this relationship. This finding provides some implications for school psychology to develop in students self-theories that highlight growth and competence instead of limitation and inactivity.

This study examined the correlation between advanced EFL students' syntactic knowledge and their writing and speaking proficiency to determine whether students' syntactic knowledge can influence their productive skills. A total of 50 advanced students aged between 18 and 25 were chosen purposefully to take part in the study. Four tests, including a placement test, a syntax test from Oxford University Press, a writing test, and one test for speaking proficiency were employed to collect the required data. Because the data for this study were quantitative, a correlational/descriptive design was chosen for the data to be analyzed. The researcher then decided to find a correlation between the students' writing and speaking scores and their syntax scores based on the obtained data. Both the t-test and the Pearson correlation demonstrated that there is no real correlation between the syntactic, speaking, and writing proficiency of the students. Further findings showed that there is no difference between the relationship between syntactic knowledge and speaking proficiency and the relationship between syntactic knowledge and writing proficiency. The implication of this study is that grammatical competence is not a valid predictor for the proficiency of students in writing and speaking courses. If a student’s grammatical competence is low, his proficiency in writing and speaking can still be average or even above average depending on the process of assessing these skills. Additionally, learners must understand that possessing a strong grasp of grammatical knowledge does not inevitably ensure their ability to produce language effectively in spoken or written form.

Paralinguistic features are indispensable and crucial aspects of communication without which any utterance would lose its identity. On the other hand, confusion in cross-cultural communication is most often assigned to paralinguistic features. Despite the significant importance of paralinguistic clues in humans’ communication, only limited studies have tackled this issue. More specifically, despite the fact that paralinguistic features are culturally different, no study has investigated the possible relationship between these features and speaking performance of Persian-speaking learners of English. Hence, with this existing gap in the literature, in this study, we tried to scrutinize the impact of paralinguistic cues upon EFL learners’ speaking fluency in the Persian setting. To this objective, we recruited 40 first-year undergraduate female students of Linguistics at the University of Gonabad, utilizing non-random sampling method. Their English proficiency level was determined as lower-intermediate via the administration of Quick Oxford Placement Test. In our pre-test post-test experimental research, we allocated a five-week span of instruction for the purpose of teaching paralinguistic clues to the experimental group to see whether it could have a significant positive impact upon their speaking performance. The instrument we utilized to evaluate speaking capability of our participants was Researcher-Made Speaking Test. The results of our study demonstrated that utilizing paralinguistic features boosted students’ speaking capability. On the light of our finding, it could be concluded that paralinguistic features could be employed for the first-year undergraduate students to enhance their communicative performance. Future studies in diverse EFL settings, could shed light on this conclusion.