مطالب

In the present study, the authors examined the impact of financial sanctions on economic growth using Iran's data and intervention time-series analysis over the period 2005-2017. Financial sanctions targeted the country's financial resources and increased interest rates and medium- and long-term financing costs. In general, financial sanctions adversely affected the financial sector. In this regard, blocking of assets and restricted access to financial and foreign exchange resources, depreciated domestic currency, reduced investment, exports, and production along with increased inflation and unemployment ultimately reduced economic growth. The results indicated the effectiveness of financial sanctions on economic growth in the short-run. However, during the third period (2010-2014), when severe and multilateral financial sanctions are imposed, the coefficient is negative (0.54), which is higher, compared to the other periods. As the economic sanctions of Iran have intensified, the economic growth has slowed down. Nevertheless, in the long run, financial sanctions have had a weaker negative effect of 0.19 on the economic growth.

The significance of alternative assessment in second language (L2) has been widely acknowledged in the literature. However, the implementation of alternative assessment in English as a Foreign Language (EFL) context has not been much welcome by L2 educators and practitioners.  To contribute to this line of inquiry, the aim of the present research was set to explore the impact of implementing self-assessment and peer-assessment practices on writing performance and writing self-efficacy of EFL learners in Iran. To this end, a total number of 36 homogeneous intermediate learners were selected as the participants who were then randomly assigned to a self-assessment group (N= 17) and a peer-assessment group (N= 19). As for the treatment of the present study, the participants of the self-assessment group were taught to self-assess their writing tasks, whereas the participants of the peer-assessment group were taught to assess the writings of their peers.  Two timed-writing essays and the Writing Self-Efficacy Scale (WSES) wereadministered to collect the data. The results obtained from performing paired-samples t-tests and ANCOVA indicated that both self- and peer-assessment activities significantly contributed to improving writing performance and writing self-efficacy of the participants. Nevertheless, it was revealed that the participants of the peer-assessment group performed better than those in the self-assessment group in terms of both writing performance and writing self-efficacy, showing that peer-assessment activities were more effective than self-assessment activities in increasing writing competencies and self-efficacy of the participants. The findings of the study offer theoretical and pedagogical implications for L2 researchers and practitioners.