مطالب

This quantitative correlational study explored the effects of different types of dynamic assessment on the writing proficiency of Iraqi female EFL learners. Fifty-four upper-intermediate female students, aged 17-25, from the Global English Institute in Baghdad, Iraq, participated in the study. The participants were selected based on their performance in the Oxford Placement Test (OPT) and were subsequently divided into three groups: interactionist experimental, interventionist experimental, and control. The study employed several instruments, including a participation consent form, the OPT, a writing pre-test and post-test, and writing practices administered during the treatment phase. The intervention covered a full semester, with each group receiving tailored instructional strategies. The interactionist group focused on the Dynamic Mediation Process, while the interventionist group employed targeted interventions based on individual needs. The results, analyzed through pre- and post-tests, demonstrated the efficacy of dynamic assessment techniques in enhancing writing skills, suggesting their potential for broader application in EFL contexts.

Introduction: The concept of the “responsibility gap” in artificial intelligence (AI) was first raised in philosophical discussions to reflect concerns that learning and partially autonomous technologies may make it more difficult or impossible to attribute moral blame to individuals for adverse events. This is because in addition to designers, the environment and users also participate in the development process. This ambiguity and complexity sometimes makes it seem that the output of these technologies is beyond the control of human individuals and that no one can be held responsible for it, which is known as the “responsibility gap”. In this article, the issue of the responsibility gap in artificial intelligence technologies will be explained and strategies for the responsible development of artificial intelligence that prevent such a gap from occurring as much as possible are presented. Material and Methods: The present article examined responsibility gap in AI. In order to achieve this goal, related articles and books were examined. Conclusion: There have been various responses to the issue of the responsibility gap. Some believe that society can hold the technology responsible for its outcomes. Others disagree. Accordingly, only the human actors involved in the development of these technologies can be held responsible, and they should be expected to use their freedom and awareness to shape the path of technological development in a way that prevents undesirable and unethical events. In summary, the three principles of routing, tracking, and engaging public opinion and attention to public emotions in policymaking can be useful as three effective strategies for the responsible development of AI technologies.

Objective: This study aimed to examine the effects of schema-based and mindful parenting training on reducing sleep problems and aggression in children with mild autism spectrum disorder (ASD). Methods: The research utilized a quasi-experimental design with pretest-posttest measurements, a control group, and a one-month follow-up. The study population consisted of 7- to 12-year-old children with mild ASD and their mothers from autism centers in Mashhad, Iran. Forty children (20 boys and 20 girls) and their mothers were selected using purposive sampling and randomly assigned to two intervention groups (schema-based and mindful parenting) and one control group. Both intervention groups received 12 weekly 90-minute training sessions, while the control group received no intervention. Data were collected using the Aggression Questionnaire and the Children’s Sleep Habits Questionnaire and analyzed with SPSS software using one-way ANOVA and covariance analysis (ANCOVA). Findings: Results showed that both schema-based and mindful parenting interventions significantly reduced sleep problems and aggression in children with mild ASD. The schema-based parenting group exhibited notable improvements in child-parent interactions and a reduction in maladaptive behaviors, while the mindful parenting group demonstrated enhanced maternal acceptance, reduced parenting stress, and improved emotional understanding of the child. Post-intervention comparisons indicated significant differences between experimental and control groups, with both interventions yielding positive impacts on sleep quality and aggressive behaviors. Conclusion: The findings suggest that schema-based and mindful parenting approaches can be effective in addressing sleep disturbances and reducing aggressive behaviors in children with mild ASD.

Objective: The present study aimed to examine the effect of marital relationships on the tendency toward infidelity based on attachment behavior in married women. Methods: This study employed a descriptive-correlational design. The statistical population consisted of all married female students at the Islamic Azad University, Central Tehran Branch, during the 2023–2024 academic year. The sampling method was multi-stage cluster random sampling, and a sample of 200 individuals was selected. Data were collected using the Attitudes Toward Infidelity Scale (ATIS) (Whatley, 2008) and the Adult Attachment Style Questionnaire by Collins and Read (1990). Data analysis was conducted using descriptive statistics (mean, median, measures of dispersion including standard deviation, skewness, and kurtosis) and correlation tests. Findings: The results indicated that attachment behavior in marital relationships predicts the tendency toward infidelity in married women. Marital relationships have a direct effect on the tendency toward infidelity based on attachment behavior. Conclusion: This study confirms that marital relationship stability influences attachment behaviors, which in turn affect the tendency toward infidelity. Secure attachment reduces infidelity risk, while avoidant and ambivalent/anxious attachment increase it, highlighting attachment’s critical role.

Objective: This study aimed to determine the fit of a structural model of death anxiety and self-acceptance based on psychological flexibility and differentiation, with the mediating role of self-compassion in the elderly. Methods and Materials: The research method was fundamental, descriptive, and correlational in nature. The statistical population consisted of all individuals aged 60 years and above residing in daily elderly care centers in Nowshahr and Chalous counties from February 2024 to August 2024 (N = 232). Due to the limited size of the population, a census method was used, and research questionnaires were distributed to all members of the population. Ultimately, due to damaged or incomplete questionnaires, data from 215 questionnaires were analyzed (n = 215). The research instruments included the Templer Death Anxiety Scale (1970), the Unconditional Self-Acceptance Questionnaire by Chamberlain and Haaga (2001), the Acceptance and Action Questionnaire-II (Bond et al., 2007), the Differentiation of Self Inventory by Skowron and Friedlander (1998), and Neff’s Self-Compassion Scale (2003). Data analysis was conducted using SPSS version 26 and LISREL 8 software. Findings: Pearson correlation analysis indicated a positive and significant relationship between differentiation and self-compassion (r = 0.645, p < .01); a negative and significant relationship between differentiation and death anxiety (r = -0.411, p < .01); a positive and significant relationship between differentiation and self-acceptance (r = 0.700, p < .01); a negative and significant relationship between self-compassion and death anxiety (r = -0.352, p < .01); and a positive and significant relationship between self-compassion and self-acceptance (r = 0.846, p < .01). Path analysis revealed that the indirect path from differentiation to death anxiety through the mediating role of self-compassion was statistically significant (β = -0.629, p < .01). Furthermore, the indirect path from differentiation to self-acceptance through self-compassion was also statistically significant (β = 0.861, p < .01). Conclusion: Thus, the structural model of death anxiety and self-acceptance based on differentiation with the mediating role of self-compassion demonstrated a good fit among elderly individuals residing in daily care centers in Nowshahr and Chalous. These findings may serve as a basis for developing comprehensive therapeutic models to enhance psychological well-being among the elderly. Keywords: Death Anxiety, Self-Acceptance, Differentiation, Self-Compassion, Elderly.

The university is the mirror of the whole view of development and progress of society and provides the platform for human growth through the transfer of science to students. As a service organization providing its budget from students' fees, the Islamic Azad University is required to know the cost of the services it provides to its customers. Therefore, the present study designed and developed a model for calculating the cost of each student in Islamic Azad University of Kermanshah using time-driven-activity-based-costing (TDABC). The obtained results show that the capacity cost is the same in each field. This result indicates that in case of using a time-driven activity based costing in the field of Education Deputy, the practical capacity is the same as the nominal capacity. The results indicate that time-oriented costing indicates loss of energy and time in the university. Based on time-driven costing, costs are lower than actual costs. This shows that the university should be able to reduce student costs and increase quality in exchange for planning and decision making correctly and in a timely manner in order to be more successful in attracting students.

This study employs a mixed-method approach to investigate Iranian EFL (English as a Foreign Language) teachers' perspectives on the effectiveness of the current educational program. The participant cohort comprises 40 teachers, ensuring gender parity and a diverse range of educational backgrounds, with 37% holding bachelor's degrees and 63% holding master's degrees. The research reveals that creating a supportive learning environment and tailoring interactions to meet the diverse needs of students is crucial for effective teaching. The findings emphasize the importance of promoting cooperation, critical thinking, and social skills through various pedagogical strategies. These include group work, active participation, and providing constructive feedback, as well as offering targeted academic support. The study highlights that integrating qualitative and quantitative data provides a comprehensive understanding of teaching practices and student progress. This approach allows for a detailed analysis of how different strategies impact learning outcomes. The research underscores the necessity of continuous assessment to monitor student progress and identify areas for improvement. This ongoing evaluation is essential for adapting teaching methods and enhancing the overall effectiveness of English language instruction. By combining different methodological perspectives, the study aims to offer valuable insights into optimizing instructional strategies in Iranian high schools. Ultimately, this study seeks to advance the field of mixed-method research in EFL education, contributing to the improvement of student learning outcomes. By addressing both theoretical and practical aspects of teaching, the research provides a framework for enhancing educational practices and supporting more effective language instruction.

It is argued that in our current digital era, MALL (mobile-assisted language learning) is an indispensable mode either for independent self-learning or for integrating with the school curriculum. The present study explores the possibility of using gamification as a home assignment in English as a foreign language course for students of non-English majors at a university in Vietnam. Data was collected and analyzed using 69 questionnaire responses and 41 essays written by students in a class of General English. The questionnaire and essay topic prompt required students to provide an evaluation of their personal experience learning English with Duolingo outside the classroom, as part of the compulsory home assignments during a 15-week semester. The questionnaire items were in Vietnamese and the essays were either in Vietnamese or English for students’ convenience. The results showed detailed benefits and problems of learning English with Duolingo as perceived by the students. The key benefits include the fact that Duolingo is a valuable resource: rich and free; the limitation is mainly learners’ lack of experience with the application. It is suggested that with teachers’ guidance, Duolingo could be used as an effective and motivating tool for independent learning.