مطالب

Online teaching ultimately encourages language teaching to use established and best practices to provide this teaching modality in empirically validated ways. The use of the media in classrooms leads students to learn about the subject more creatively and objectively.  The study investigated the relationship between teachers' media literacy and their attitude toward online teaching. Three hundred eighty-three males and females EFL teachers participated in the present study. All participants had a Master of Arts in TEFL. The participations were selected through convenience sampling. Then, the researcher used the Pearson correlation to investigate the correlation between teachers’ media literacy and their attitude toward online teaching. The results showed that there was a positive significant relationship between teachers’ media literacy and their attitude towards online teaching.

The present investigation aimed at studying the impacts of Iranian EFL learners’ gender, age, field and degree of study on their perceptions of mobile affordances. To this end, 159 Iranian EFL students studying at university were asked to fill Mobile Affordance Inventory (Rostami, 2021). To analyze the data, Kolmogorov-Smirnov test, independent sample t-test, one way ANOVA, and Pearson’s correlation were run. The findings of the study indicated that no differences were found among EFL learners in using mobile learning affordances regarding their gender, degree, and field of study. Additionally, no significant relationship was found between the arcticians’ age and their mobile affordances. The results also showed that different affordances of mobile devices can provide new and important information for educators. They become more familiar with different mobile phones capabilities to use, and it makes their teaching more effective. Becoming familiar with affordances provides a situation for improving students’ learning as well as their self-control.

Self-directed learning and digital literacy are the most effective issues in the process of foreign language learning. Due to the importance of digital literacy and self-directed learning in the process of foreign language learning, the present study aimed at investigating the relationship between Iranian intermediate EFL learners’ digital literacy and their self-directed learning. For the purpose of the study, 210 male and female Iranian EFL learners from Mashhad English language institutes took part in the study through using convenience sampling method. The digital literacy and self-directed learning questionnaires were distributed among intermediate EFL learners to measure their attitudes towards digital literacy and the self-directed learning process. To conduct the study, a correlational design was used. The results of Pearson Correlation analyses revealed that there was a positive relationship between the Iranian intermediate EFL learners’ digital literacy and their self-directed learning. The results of the multiple regression analyses also showed that information communication technology literacy and information literacy as the two components of the digital literacy questionnaire significantly predicted the Iranian intermediate EFL learners’ self-directed learning. It can be concluded that high levels of digital literacy and self-directed learning tend to result in better academic performance and learning motivation. It is important that educational contexts, as well as lan guage institutes administrators provide opportunities for en hancing learners’ self-directed learning and media literacy and consequently improving EFL learners’ achievement and motivation.

The first paragraph of Article 10 of the European Convention on Human Rights (ECHR) recognizes the right to freedom of expression and prohibits party states from any arbitrary interference. The second paragraph, emphasizing that exercising this right comes with certain duties and responsibilities, authorizes the party states to restrict this right for their citizens if the specified conditions are met. One such condition is achieving one of the legitimate aims listed therein. The courts of Turkey, as a member state bound by the ECHR, have invoked these goals to justify their decisions regarding the restriction of citizens' right to freedom of expression. Nevertheless, convicted individuals who appeal these rulings before the European Court of Human Rights argue that no such legitimate aim existed, and that their right to freedom of expression has been violated. This study investigates the primary challenges faced by Turkish courts in invoking legitimate aims as justifications for restricting freedom of expression. It also elucidates the precise meaning and conditions for the eligibility of these goals based on the interpretation provided by the European Court of Human Rights.