مطالب

Physicalists and dualists have failed to provide a convincing answer to the mind-body problem. This is because they, respectively, sacrifice mental causation and neglect the close relationship between the mind and the body. To tackle this, some contemporary philosophers, such as Timothy O’Connor and Jonathan Jacobs, have turned to the concept of strong emergentism. This perspective views the mind as an emergent physical substance with autonomous causal powers. If this standpoint is tenable, it holds promise for resolving the mind-body problem. Nevertheless, the idea of strong emergentism faces substantial challenges. This article aims to achieve two objectives. First, it addresses these challenges and asserts that, even in the face of the most serious concern, “the collapse problem”, a specific interpretation of strong emergentism remains unthreatened. Second, we contend that while O’Connor and Jacobs present a thought-provoking proposal, its clarity is hindered, and a thorough understanding is only possible when we perceive the emergent substance as more than merely physical.

This study represents the inaugural attempt at assessing the authenticity of the tasks encompassed in the IELTS Speaking Module. The evaluation is conducted from the vantage points of applied linguistics and general education, and serves to enhance comprehension of authenticity and authentic assessment. In order to achieve this objective, an analysis was conducted on the Speaking Module tasks using Bachman and Palmer's (1996; 2010) model of test usefulness from the discipline of applied linguistics, as well as Herrington and Herrington's (1998; 2006) inventory of the fundamental attributes of genuine assessment from the realm of general education. The results of both task analyses revealed low indices of authenticity of the tasks. The high degree of the convergence of the results from the analyses could open new horizons to experts in applied linguistics to exchange ideas about authentic language assessment with those in general education. Furthermore, such characteristics as problem-solving skills, higher-order thinking skills, integrated assessment, and multiple indicators of learning, are not included in Bachman and Palmer’s framework.

Written corrective feedback (WCF) becomes an essential part of students writing development. The efficacy of WCF for EFL learners has been the subject of numerous studies. However, the studies neglected the idea of the feedback literacy. Thus, this study aimed to investigate how two English teachers provide WCF, what students expect from their teachers, and whether or not both students and teachers share common grounds seen from the feedback literacy framework. Thus, thirty EFL students and two teachers from EFL writing classes of one Indonesian Islamic university participated in this study. The data related to students' expectations of WCF and teachers' practices were gathered through open ended questionnaire, interview, and observations. Positive attitudes toward WCF were shared by students and teachers. It was discovered that students place a higher value on direct feedback rather than indirect feedback. Students perceived their learning motivation is best preserved through a positive tone of feedback, such as interaction with teachers and teachers' compliments on their strength instead comments on deficiencies. The study indicated that there was a gap between students’ expectation and teacher practices about the type and relevance of feedback. Students perceived indirect feedback as less helpful in addressing their specific writing issues. While teachers have demonstrated feedback literacy in their practices, students' readiness and ability to fully engage in feedback literacy may vary depending on their proficiency levels and developmental stages. To bridge this gap, both students and teachers need to have good literacy in feedback. The findings highlight the potential significance of further exploring the impact of cultural factors in driving WCF decisions.

Objective:Examining brand experience, value congruence,and customer engagement for tourism brand productivity.Given the significant effects that brand productivity in the tourism industry can have on a country's prosperity and economic progress, the primary objective of this research is to develop and empirically examine a conceptual model that elucidates the complex relationships among brand experience dimensions,brand value congruence, customer-brand identification, and brand productivity.Furthermore, the study investigates the moderating role of customer-brand engagement within this framework.Methods:The statistical population for this research comprises the tourists visiting the city of Isfahan.Given that the population is unlimited, a sample size of 400 participants was selected based on Cochran's formula, and the sampling method used was convenience sampling.The data was collected through a structured questionnaire.First, the validity and reliability of the measurement scales were assessed. Content validity and convergent validity were established, and the reliability was confirmed through Cronbach's alpha and composite reliability calculations. The results of these assessments were satisfactory. For data analysis, the researchers employed structural equation modeling techniques, utilizing SPSS25 and SmartPLS3.0 software.Results: Sensory experience, effective experience, behavioral experience, intellectual experience and brand value congruence have a positive and significant effect on customer-brand identification.Customer-brand identification has a positive and significant effect on brand productivity.customer-rand engagement can moderate the effect of brand-customer value congruence on customer-brand identification.Conclusions:The results of this research will help the authorities to promote and improve brand productivity in the tourism industry by focusing on customer-brand engagement, brand value congruence and customer-brand identification,and considering different dimensions of customer experiences.

La vision du langage a toujours été soumise au point de vue ontologique des philosophes. Dans cette perspective, nous avons étudié le lien du langage avec la réalité en examinant les différentes perceptions du statut ontologique de ce dernier dans la dialectique permanente entre le relativisme et l’objectivisme afin de pouvoir dégager les phases principales d’un parcours évolutif riche et complexe. Pour ce faire, nous avons délimité l’étendu de notre recherche aux philosophes tels que Socrate, Platon, Aristote, Frege, Russell, Wittgenstein, etc., qui ont contribué à marquer un tournant dans la conception de ce lien depuis l’Antiquité jusqu’à nos jours. Notre étude se termine par l’examen de la théorie austinienne dans la mesure où cette dernière reste toujours la plus récente à dépasser les conceptions classiques du langage et du traitement de la vérité. Nous avons ainsi, relevé trois phases d’évolution réflexive à propos du lien entre le langage et la réalité.

Learners’ self-regulation is of paramount importance in online language learning. Thus, the present study was conducted to compare three online instructional methods of Technology-Mediated Task-Based Language Teaching (TM-TBLT), Problem-Based Instruction Online (PBIO), and Online Flipped Learning (OFL) with each other and with lecture-based online teaching in terms of their effect on language learners’ self-regulation.  To this end, 120 intermediate-level English learners were selected through convenience sampling, screened through the Oxford Quick Placement Test (OQPT), and assigned (randomly) to one control and three experimental groups. They received instruction according to the principles of TM-TBLT, PBIO, OFL and a conventional lecture-based method, respectively. The data were collected using an online self-regulated English learning (OSEL) questionnaire and analyzed using Analysis of Covariance (ANCOVA). The findings revealed that all three experimental treatments had significant effects on online language learning self-regulation. The comparisons showed that all three instructional methods were equally effective in improving the participants’ online self-regulation. The findings will have practical implications for teachers to choose the best-fitting online instructional methods for improving learners’ self-regulation in online contexts. These findings can also help syllabus designers and material developers to write syllabi or create materials with special attention to fostering language learners’ self-regulation.