مطالب

In recent years, corporate sustainability reporting and its effective dimensions on it have always been considered from the perspective of users of financial reporting. Sustainability reporting is the environmental, social, and economic achievements of a company and shows how the organization implements its development plans in the future, taking into account these issues. In this study, the relationship between CEO power, life cycle, and sustainability reporting has been investigated and the effect of international relations has been considered. To investigate this issue, 4 hypotheses were developed and tested with a sample consisting of 119 companies listed on the Tehran Stock Exchange in the period 2012 to 2019. The results showed that CEO power has a negative effect on sustainability reporting and life cycle has a positive effect on the relationship between CEO power and sustainability reporting. The results of the study did not confirm the adjusting effect of international relations on the relationship between CEO power and sustainability reporting, while the results showed that international relations hurt the relationship between life cycle and corporate sustainability reporting.

Foreign language enjoyment and speaking anxiety in the classroom are two potential emotion-inducing factors for foreign language learning. This sequential mixed methods study investigated whether and to what extent Iranian EFL students experienced foreign language enjoyment and public speaking anxiety in their English classrooms, and how they characterize the sources of the enjoyment and speaking anxiety in such a context. To these ends, 128 learners of English as a foreign language (EFL) from several English language institutes, selected based on convenience sampling, took part in this research. They completed Dewaele and MacIntyre’s (2014b) Foreign Language Enjoyment and Yaikhong and Usaha’s (2012) Public Speaking Class Anxiety questionnaires, and write down about an episode in which they had experienced enjoyment and speaking anxiety in the EFL classroom. Quantitative and qualitative statistical data analyses were applied to examine foreign language enjoyment and public speaking class anxiety. Descriptive data analysis showed that the learners had a medium-to-high foreign language degree of enjoyment and a low level of public speaking anxiety. Besides, they reported more enjoyment than public speaking anxiety in class. Further qualitative data analysis revealed 12 sub-themes and four main themes of Teacher, Learning, Class Activities, and Class Atmosphere in explaining their enjoyment, as well as eight sub-themes and four main themes of Exam Phobia, Reaction/Feedback, Personal Failure, and Lack of Self-Confidence for speaking anxiety. The findings provide implications for language teachers and policymakers to gain better insights into factors underlying enjoyment and speaking anxiety in the field of foreign language learning.