مطالب

This study aimed to examine the impact of flipped classroom (FC) integrated with Massive Open Online Courses (MOOCs) on EFL learners’ use of self-regulated learning (SRL) strategies in writing. To this end, 60 intermediate college students, who were homogenized by a placement test, were selected and randomly divided into experimental and control groups. The treatment for the experimental group (flipped classroom integrated with MOOCs), took place in three phases, namely before class, in class, and after class. Before class, the materials and sources were delivered via Moodle application, a MOOC-based educational program. In class, the students participated in group discussions and an interactive feedback session. After class, they received online support. The participants in the control group attended the traditional face-to-face writing course, without the use of any technology-based instruments. They underwent only two phases: in-class and after-class activities. Before the treatment, an SRL strategies questionnaire was administered to all the participants. The same questionnaire was again administered to them at the end of the treatment. The results of ANOVA revealed that flipped classroom integrated with MOOCs had a statistically significant positive effect on the experimental group’s overall use of SRL strategies. Similarly, the method, performance, and social environment SRL dimensions improved significantly in the experimental group. Flipped classroom integrated with MOOCs may provide valuable insights for EFL contexts, particularly by encouraging self-regulated learning and reducing teacher workload, which can support the development of academic writing skills.

It is believed that classroom interaction is essential for learning a second language (L2). Studies on teaching second/foreign language present evidence that affirms the significance of interaction in language learning and its function in facilitating learners' attempts to gain competency in an L2. They also consider learners’ affective states and their perceptions of classroom interaction to be as significant as instruction. On the other hand, the notion of willingness to communicate (WTC) in an L2 has attracted interest in L2 research and how to accelerate L2 learners’ WTC is gaining importance day by day. Considering the significance of these two constructs in L2 learning, this article reports on an investigation into EFL learners’ perceptions of class interactions in English language and how these perceptions are related to their WTC. Applying quantitative methods, the study aims to examine how Iraqi EFL learners’ perceptions of interaction inside the class are correlated to their L2 WTC. The data obtained from 112 learners were utilized for analysis. The findings indicated different kinds of learners’ perceptions of class interactions in English, including perceptions of interaction with the teacher, perceptions of interaction with group members, perceptions of interaction in pairs, and perceptions of classroom interaction between others, are positively related to WTC. The findings have implications for research and teaching.

The e-learning integration has emerged as an alternative strategy, significantly improving teaching and learning experiences in higher education worldwide. However, it has also presented different challenges and opportunities for teachers and students. This comparative, cross-cultural study explored the perspectives of German vs. Iranian EFL teachers on e-learning integration in higher education. The data were collected utilising a mixed-methods design and based on convenient sampling through two questionnaires on challenges and opportunities, semi-structured interviews, and observations from 26 German EFL teachers and 92 Iranian EFL teachers. The study focused on the Technology Acceptance Model and the Unified Theory of Acceptance and Use of Technology. The questionnaire findings revealed that both groups recognised significant challenges and opportunities in e-learning. German teachers appreciated organisational improvements and evaluative innovations, whereas Iranians valued stress reduction and access to materials. Both groups faced technological and administrative challenges, with Iranians reporting more severe difficulties, highlighting the need for tailored support and resources to enhance online education. Interviews indicated a preference for face-to-face instruction among Germans, with greater resistance to online formats compared to Iranians. Younger teachers in both contexts showed more positive attitudes towards e-learning, with a consensus on the future of blended learning. The observations also supported the findings. Results indicated significant differences and similarities between the two contexts, highlighting technological, academic, pedagogical, and cultural factors influencing e-learning integration. The study findings could offer practical implications for policymakers and material developers, emphasising the need for custom-made e-learning strategies for different educational contexts. This cross-cultural comparison could suggest insights for teachers interested in integrating e-learning into their teaching.

The extensive training data of ChatGPT has facilitated theorizing in the field of Translation Studies, particularly during the cultural turn. Following this theorizing, a standardization framework was proposed. This study employed a qualitative and interdisciplinary approach, utilizing a descriptive method to interpret the data. The validated questions were based on the works of theorists associated with the cultural turn. Two scholars participated in structured and semi-structured interviews, employing a three-point Likert scale to capture their opinions on the proposed theory. Data analysis focused on the accuracy of ChatGPT-4’s responses in relation to the scholars’ opinions and references. The findings associated with the Likert scale were linked to task-oriented benchmarks, including factual/contextual understanding, coherence, and resolution of ambiguity. The results indicated a 29.3% weakness in ChatGPT-4’s data analysis. The resolution of ambiguity resulted in a total of neutral responses at 44.8%. Scholars unanimously endorsed the cultural interaction theory, demonstrating a 100% capacity for theorizing by ChatGPT-4. In terms of coherence and summarization, the data suggested a stronger correlation with prompt engineering. The potential for theorizing concerning existing theory was found to be 77.7%, while the standard of theorizing by ChatGPT-4 was assessed at 68.9%. Surah Al-Fatiha was selected to exemplify cultural translation according to CIT, illustrating the theory’s effectiveness in translating cultural-ideological texts. A comparison of ChatGPT-4’s translations with those of six Quranic translators underscored its synthesizing abilities, with the incorporation of cultural interaction theory into prompts significantly enhancing its translation skills.

The aim of this research was to model the structural equations of students' sense of responsibility and formative assessment by teachers, with the mediating role of self-regulated learning strategies among students. The research method was applied in terms of purpose, descriptive-correlational in terms of data collection, and quantitative in nature. The statistical population included all students in the Zanjanrud region for the academic year 2023-2024, totaling 258 individuals. For sampling, a proportional stratified method was used, and based on the Krejcie and Morgan (1970) table, 152 individuals (139 female students and 119 male students) were randomly selected for this study. The research tool consisted of three types of questionnaires: the formative assessment questionnaire by Yusefi Afrashteh and colleagues (2014), the sense of responsibility questionnaire by Kordloo (2008), and the self-regulated learning strategies questionnaire by Pintrich and De Groot (1990). For data analysis, the Kaiser-Meyer-Olkin test, Bartlett's test of sphericity, and structural equation modeling were employed. The findings of the study indicated that self-regulated learning strategies play a mediating role between teachers' formative assessment and students' sense of responsibility. Therefore, it can be concluded that self-regulated learning strategies act as a mediator in the relationship between formative assessment and students' sense of responsibility, and that formative assessment, through continuous feedback, helps to enhance their sense of responsibility and improve their learning strategies. Accordingly, it is recommended that educational programs and interventions be designed based on formative assessment to strengthen self-regulated learning strategies and sense of responsibility among students.

The aim of the study was to investigate the role of synergistic leadership of school principals and systematic innovation of school organization in organizational entrepreneurship with the mediation of organizational ambidexterity and teachers' productive behaviors. The research population was all the teachers of technical and vocational schools in Tehran province, and a sample of 364 teachers was selected from this population using proportional stratified random sampling based on Cochran's formula. The quantitative research method is correlation studies and covariance-based structural equation modeling approach. In order to collect data from the researcher-made Synergistic leadership questionnaire; the researcher-made Systematic innovation questionnaire; the Organizational ambidexterity questionnaire of Jansen (2006); the researcher-made Teachers' productive behaviors questionnaire; and the Organizational entrepreneurship questionnaire of Hughes & Morgan (2007) were used. The reliability and validity of questionnaires were evaluated by the Cronbach's alpha techniques, content validity ratio, exploratory factor analysis and confirmatory factor analysis. In order to analyze the data and test the research hypotheses, correlation matrix analysis and structural equation modeling were used by SPSS 25 and LISREL 10.5 software. The results showed that: synergistic leadership and systematic innovation had a direct, positive and significant effect on organizational ambidexterity, teachers' productive behaviors and organizational entrepreneurship. synergistic leadership and systematic innovation had a positive and significant indirect effect on organizational entrepreneurship through organizational ambidexterity and teachers' productive behaviors. The variables of synergistic leadership, systematic innovation, organizational ambidexterity and teachers' productive behaviors were able to explain 0.37 of the variance of organizational entrepreneurship

Health and safety management improves the mental and emotional balance of teachers. Professional burnout is a major problem that many physical education teachers face. This feeling often leads to negative pedagogical results, which in turn leads to teacher fatigue. The aim of this study is to investigate the relationship between health and safety management and physical education teacher burnout, relying on the mediating role of resilience. This study is a descriptive survey. The research community consisted of physical education teachers of West Azarbaijan province in the academic year 2022-03, and 200 of them were selected according to the available sampling method. Data collection was done using a questionnaire and data analysis was performed using structural equation modeling method. SPSS 23 and SMART PLS 3 were used to investigate the research purpose and analyze the data. The results obtained show that the measurement and structural models are appropriate. The research results show that safety management has a negative and significant influence on physical education teachers' burnout, as well as resilience on burnout, but the research results show a positive influence of safety management on physical education teachers' resilience. The more the school administration focuses on health and safety aspects

This study aims to review and analyze the literature in the field of classroom management, given the growth and development of papers in this field in the global scientific community. The bibliometric technique was applied in the investigation, and every scientific publication from 2000 to 2023 is indexed in the Science Direct citation database. After screening the articles, 788 were analyzed, and the data was shown using the VOSviewer program. The historical growth pattern in scientific productions shows a minor decline in 2003, followed by a generally rising trend between 2004 and 2014. The highest number of articles was produced in 2014, with a peak in 2014. The most important keywords are teacher education, higher education, motivation, professional development, self-efficacy, and classroom management teachers. The most important categories in academic literature are education, teacher education, and higher education. The study's emphasis may need to change due to the system's connection to these areas.

Despite the importance of continuous professional development for schools principals, researches show that their professional development approaches need to be review and move towards programs based on collective learning. Therefore, the main goal of this research was to provide a model for professional learning communities of elementary school principals. The present study was conducted using the qualitative research method of grounded theory and interviews with a targeted sample, including 29 key informants (15 university professors and 14 school principals) with relevant research records. The interviews were analyzed using the coding methods of Strauss and Corbin (1998). Four criteria of data authenticity, transferability, reliability and verifiability were used to check the validity of the data. After conducting interviews and open, axial and selective coding; The research results showed 18 general selection codes including causal conditions (collective learning culture; feeling the need for collective learning; leadership and management styles), contextual conditions (dynamic and flexible organizational structure; infrastructures and facilities; empathy and common goals; Encouraging principals towards learning communities), intervening conditions (teaching soft skills; suitable time and place for meetings related to communities; management knowledge; correct plan and program), central phenomenon (professional learning communities), Strategies for developing professional learning communities (suitable work space; professional learning; the existence of a supportive policy for learning communities; modeling of the experiences of successful schools) and consequences (organizational consequences; student success; professional development of teachers) that reflected the pattern of professional learning communities of primary school principals and the relationships between its different dimensions.

INTRODUCTION: Since the presence or absence of various hazards in a geographical context is a relative matter, the resilience of cities to natural hazards is one of the important issues in urban planning and management; therefore, the objective of the present study is to assess the vulnerability of Konarak city to hazards caused by urban floods. METHODS: In this descriptive-analytical study, field survey and a researcher-made questionnaire were used to collect data. The statistical population of the research included citizens living in Konarak city, 380 of whom were selected using the Cochran formula using a simple random sampling method. The data were analyzed with GIS software. FINDINGS: According to the findings, the vulnerability of Konarak city to floods was assessed in terms of physical-infrastructural, social, economic, and institutional indicators in all neighborhoods. In the neighborhoods of Kalk Bazar, Surg, and Kohiyan, the physical-infrastructure index was higher than the average, which indicates the unfavorable condition of these neighborhoods in terms of physical conditions; socially, the lowest average was for Nazarabad and Surg neighborhoods; also, economically, the lowest average was for Nazarabad, Surg, and Baluchan neighborhoods, and institutionally, the lowest average was for Nazarabad, Surg, and Kohiyan neighborhoods. CONCLUSION: The results showed that neighborhoods of Nazarabad, Surg, Baluchan, and Kohiyan have a very unfavorable situation in terms of environmental vulnerability, respectively, while neighborhoods of Zargaran, Kalk Bazar, and Saheli Markazi have a relatively more favorable situation.

INTRODUCTION: Citizenship behavior in the field of management and organizational psychology refers to voluntary and informal behaviors and actions taken by employees in order to improve the functioning of the organization, go beyond the regular duties, and are carried out voluntarily without expectation of reward. This study analyzes the relationship between employee performance and Organizational Citizenship Behavior (OCB) in the RCS of Markazi province. METHODS: In this descriptive-correlational study, the statistical population includes all the employees of the RCS of Markazi province which 130 people were selected as a sample using the Cochran formula. In order to collect data, the standard OCB questionnaire of Organ (1988) and the Job Performance Scale of William & Anderson (1991) were used. The relationship between variables was analyzed using correlation coefficients and regression through SPSS-23 software in two descriptive and inferential sections. FINDINGS: According to the findings, among the 130 participants, 82 (63.1%) and 48 (36.9%) were male and female respectively; the age group of 31-40 had the highest frequency with 57 (43.8%); and 6-10 years of work experience, bachelor's degree level and under -a-contract employment status had the highest frequency with 36 (27.7%), 49 (37.7%) and 51 (39.2%) respectively. However, there are a direct and significant relationship between employee performance and citizenship behavior in the dimensions of "altruism", "conscientiousness", "civic virtue" and "curtsey". The correlation coefficient of organizational performance with the aforementioned dimensions is 0.368, 0.347, 0.233 and 0.397, respectively. CONCLUSION: The results showed that among the dimensions of OCB, "curtsey" and "civic virtue" have the highest and lowest correlations with the "performance" variable. On the other hand, the "chivalry" has no significant relationship with performance. Also, the effect of OCB on employee performance was significant, which can be said that the predictor variable (OCB) is able to explai