مطالب

This article aims to provide a model to explain the role of green human resource management in the resilience economy of small and medium-sized companies. The method of this research is a developmental-applied type of mixed research (qualitative-quantitative), which was used in the qualitative part of the Foundation (emerging) data method to identify components and indicators, and in the quantitative part, the descriptive-survey method was used. The statistical population in the qualitative part included experts (university faculty members) in the fields of human resource management, environment, and economics, after 28 interviews, the research reached theoretical saturation, and in a small part of the Cochran formula, there were 229 employees of the company. Industrial companies of Eshtehard town were selected. In the qualitative section, 13 codes were identified in process factors, 14 codes in prefixes, and 10 codes in suffixes. For the resistance economy, a researcher-made questionnaire with 31 indicators was used. The validity of the questionnaire was confirmed by the CVR method. Cronbach's alpha of the green human resources management questionnaire was equal to 0.761 and the resistance economy questionnaire was equal to 0.870. Two types of internal and external validity were used to validate the model. The results of the analysis of factor loadings of research components showed that there is a positive and significant linear relationship between each dimension of green human resource management. The results of the research model, it showed that among the identified factors, the antecedent dimension with a coefficient of 0.819, process factors with a coefficient of 0.797 and suffixes with a coefficient of 0.713, and finally, the coefficient of the impact of green human resources management on the resistance economy was obtained as 0.914, which shows the impact of 91 A percentage of aspects of green human resource management had resistance on the economy.

Despite a currently proliferating interest in the second language (L2) willingness to communicate (WTC), much less has investigated Asian high school students’ beliefs about L2 teachers’ strategies to encourage WTC inside the classroom. This qualitative study explores the strategies employed by Vietnamese EFL teachers to encourage their students’ WTC inside the classroom and students’ beliefs about their teachers’ strategies. Data were collected from semi-structured interviews with seven teachers and eight students. Results revealed that the teachers employed six main strategy groups, namely grouping, warm-up, topic choice, correction strategies, class atmosphere, and motivational strategies. Also, the students indicated their preferences for some strategies and suggested other strategies which they believed to be effective. They expressed expectations and suggested ways to improve their teachers’ strategies to encourage WTC inside the classroom. The students’ preferences and recommendations of strategies reflected contextual factors. As WTC is a context-sensitive construct, it might be necessary for L2 teachers to understand their students’ beliefs to foster L2 WTC effectively inside the classroom.

The present study, adopting a mixed-methods design, aimed to compare three types of task instruction entailing translation-based, meaning-based, and hint-based instructions for vocabulary acquisition. In so doing, a pool of 45 male Iranian intermediate L2 learners, which were divided into three groups, participated in the study based on convenient sampling. The treatment phase lasted for 20 sessions, allocating the last 45 minutes of each class to teaching vocabulary. Each class was exposed to a different treatment taking the experimental condition it was assigned into account. The treatment consisted of two tasks. The results obtained from one-way ANOVA confirmed that there was a statistically significant difference in learners’ vocabulary scores for the three sets of scores. Moreover, following the coding reliability and agreement, 12 common themes emerged from the students’ responses to the semi-structured interview questions. At the end, the study offers some practical implications for L2 learners and teachers.