مطالب

A good lesson plan will most probably end up in effective teaching performance. Despite the positive role of planning lessons in the success of any teaching and learning experience, it has not been fully addressed in the Iranian EFL context, and many teachers consider it an impractical or challenging performance. Hence, the present survey study aimed at investigating what EFL teachers conceived of lesson planning and implementation. Furthermore, the role of a series of demographic variables, namely, gender, teaching experience, and educational degree, were also considered. The study participants included 120 EFL teachers working at universities, schools, and language institutes of Sirjan, Iran. The instrument used for data collection was a closed-ended questionnaire developed by Ramaila and Ramnarain (2014). The results from descriptive as well as inferential statistics, including the independent samples t -test, one-way ANOVA, and one-sample t-test, demonstrated the EFL teachers' moderate willingness toward lesson plans in general and its different aspects in particular. It was also revealed that the participants’ perceptions of lesson planning did not differ, considering their demographic features. Educational administrators and authorities can utilize the obtained outcomes of the present study to take sound measures in this regard leading to better achievement of all language learners and even all learners in general.  

While the main focus of the studies in the literature is centered around EFL teachers’ identity construction in face-to-face classes regarding certain cliche factors, the COVID-19 pandemic demonstrated the potential of investigating EFL teachers' professional identity reflection in the developing contexts of distance education. Thus, this study examined the possible association between Iranian EFL instructors' Professional Identity Reflection (PIR) and their use of Achievement Orientation Strategies (AOSs) in the dynamic setting of E-teaching. Besides, this study evaluated the prediction power of the AOSs in determining the PIR of Iranian EFL instructors. One hundred four male and female Iranian EFL instructors were selected based on convenience sampling to participate in this quantitative correlational research. Two instruments, including Measure of Teachers Achievement (MoTA) and Questionnaire of Professional Identity (QPI), were used to collect the required data on the online platform of Type form. The R software's correlation and multiple regression packages were utilized to analyze the gathered data. The results indicated a robust direct association between the PIR of Iranian EFL instructors in E-teaching and their use of AOSs. Moreover, three out of four AOSs significantly predicted the PIR of Iranian EFL instructors in E-Teaching. Furthermore, the mastery-approach strategy had the most predicting power among the other AOSs. This study provides practical interdisciplinary benefits for EFL teachers, EFL teacher trainers, and educational psychologists in training EFL teachers who are aware of how their views toward achieving specific academic goals in E-teaching influence their professional identity in E-teaching.    

This study focused on the effects dynamic form of text-based vocational vocabulary glosses: Dynamic glosses are a series of incremental mediations intended to support students in identifying correct word definitions. After running a pre-test (TOFEL i), 34 ESP learners in medical university were chosen to participate in the study, 17 students randomly assigned to the treatment group and 17 randomly assigned to the control group. Participants in treatment and control conditions received three short ESP texts with many vocational vocabularies using the computers in the language lab and the Adobe Connect application. As the participants in the dynamic gloss condition faced unknown vocational vocabulary items in the passages, the teacher provided the learners with a set of mediations from the most implicit to the most explicit prompts, and the learners tried to identify the correct meaning of the word. In the non-dynamic gloss condition, the learners were given the L1 definition for the target words. The post-test results indicated that the treatment group meaningfully outperformed the control group.    

Climatic events, especially severe droughts, have played a key role in cultural evolution and the challenge of civilizations. Climate change, which affects the natural resources and, consequently, the health and subsistence system of human societies, can lead to increased violence, migration, war, and the spread of epidemics. The main purpose of this study is to investigate the possible effects of climate on important events of the Sassanid era. Extensive regions of the Near East and Central Asia have been more vulnerable to droughts, which often recurred during cooling periods, due to semi-arid to hyper-arid environmental conditions. From the second half of the fifth century AD with the beginning of the cold event of the early Middle Ages, the occurrence of droughts and cold waves caused famines and epidemics. These tensions seem to have triggered many social and political events in the Sassanid realm and neighboring regions. These conditions in the sixth and seventh centuries AD caused the gradual decline and eventual fall of the Sassanid government due to Arab invasions. Historical and paleoclimate studies show that successive wars with Central Asian invaders in dry periods, and the frequent outbreak of plague associated with falling temperatures, especially following the floods of the Tigris and Euphrates rivers in AD 628, were affecting factors in the dynasty’s weakness and collapse. Besides, some civil wars and revolts, such as the Mazdaki movement, can be considered as indirect effects of climate tensions that contributed to the gradual decline of the Sassanid Empire. 

A regular hexagon is one of the shapes introduced in Plane Geometry and refers to a hexagon with equal sides wherein the size of each angle is 120 degrees. This geometric shape, which can be quickly drawn today, was constructed over a long period in the millennia BC In the Late Neolithic period in Mesopotamia, the primary geometric shapes, including triangles, quadrilaterals, arcs, and circles, were additionally painted on the surface of pottery ware. Naturally, these shapes had been initially drawn by hand, and the sides of the polygons were not comprised of straight lines, or the circles had not been drawn perfectly. However, in the Chalcolithic age, geometric shapes moved away from handmade forms and approached standard ones. This standardization was not possible without drawing tools. In the meantime, the role of compasses or other objects with a similar use was of utmost importance because drawing a circle with such tools paved the way for drawing regular polygons. In fact, from the Late Neolithic, handmade triangles and arcs in the Near East, the first regular hexagon in the late second or the early first millennium emerged over several thousand years. Constructing this geometric shape with the help of standard circles and arcs has been well documented in the Near Eastern archaeological evidence. On the other hand, regular hexagons have been attributed to the second half of the first millennium in the history of mathematics. Therefore, this study reflected on the construction process of this geometric shape and dated its drawing hundreds of years back.

The present study investigated the effects of motivational scaffolding on self-determination and learning achievement of field-dependent/independent Iranian EFL learners. To this purpose, quantitative data were elicited and analyzed from 60 intermediate learners who participated in the study as experimental and control groups. The Group Embedded Figures Test (GEFT) was administered to categorize the learner participants into field-dependent and field-independent learners. Then, the scaffold design proposed by Belland et al. was presented to the experimental group, while the control group got all tests and questionnaires with no scaffolding. At the end of 8 training sessions, a self-determination questionnaire was administered to both groups, and then a post-test was applied to examine the impact of scaffolding on learners’ achievement. The statistical analysis of the elicited data showed that the learners’ interaction within motivational scaffolding improved their self-determination and their learning achievement. The findings of the study have implications for teachers and learners in educational settings and help them to detect possible factors affecting EFL learners’ language performance.

This study aims at investigating second language learners’ preferences for receiving oral corrective feedback on lexical and grammatical errors in relation to their personality traits. Given the established benefits of providing corrective feedback, the question remains how to customize corrective feedback in order to be effective and appropriate to the individual’s personality. For this purpose, 324 language learners in a language institution were asked to complete Revised NEO Personality Inventory (NEO PI-R) and feedback preference questionnaires. T-test showed that more extroverted learners prefer explicit and immediate feedback while more introverted ones prefer implicit and non-immediate feedback. Moreover, introverts preferred recasts for lexical and grammatical errors while extroverts preferred explicit correction and metalinguistic feedback the most. A follow-up content analysis of interview data revealed learners’ reasons regarding their preferences for receiving corrective feedback. Interviewed extroverts mentioned that explicit correction eliminated ambiguities of peer correction and metalinguistic feedback helped to feel independent. However, recasts were disliked by extroverts because they could not notice the correction, whereas welcomed by introverts due to their least obtrusive nature.