مطالب

This study investigates EFL teachers’ perceptions of ChatGPT as a tool for English language instruction, focusing on its perceived benefits, challenges, and pedagogical implications. Using a qualitative phenomenological approach, data were collected through semi-structured interviews with ten EFL teachers currently working in different language-related educational centers in Iran. Participants represented diverse educational contexts, including universities, public schools, and private language centers. Thematic analysis of the interview data revealed that while teachers generally expressed positive attitudes toward ChatGPT, recognizing its flexibility, time-saving capabilities, and potential to enhance students’ writing skills and learner autonomy, they also voiced concerns regarding overreliance, inaccuracies, ethical challenges related to academic dishonesty, and limitations in supporting listening and speaking skills. The findings suggest that ChatGPT is viewed as a supplementary educational tool rather than a replacement for traditional pedagogy. Teachers emphasized the necessity of critical supervision, ethical guidelines, and professional development to ensure effective and responsible integration of AI technologies in EFL instruction. This study contributes to the growing body of research on AI integration in education, offering practical insights for teachers, policymakers, and researchers seeking to harness the potential of AI in language learning while mitigating its challenges.

INTRODUCTION: The unpredictable magnitude and scope of disasters make it particularly challenging to respond effectively and provide timely assistance to affected populations. In many situations, geographical location, regional topography, and adverse weather conditions, especially in the early stages, hinder rapid access to disaster-affected areas. In recent years, Unmanned Aerial Vehicles (UAVs), commonly known as drones, have emerged as an innovative technology that offers rapid data collection, real-time surveillance, and access to remote areas, thereby enhancing situational awareness and decision-making during disasters. METHODS: This study employed a narrative review methodology to synthesize existing research on the application of UAVs across the pre-disaster, during and post-disaster phases of disaster management. A comprehensive search of relevant databases yielded a total of 1,986 articles. After removing duplicate records and screening titles, abstracts, and full texts based on predefined inclusion criteria, nine articles were selected for final analysis and review. FINDINGS: The findings were categorized into four main phases of disaster management: prevention and mitigation, preparedness, response, and recovery. The reviewed studies demonstrated that UAVs play a significant role in improving situational awareness, damage assessment, Search and Rescue (SAR) operations, infrastructure monitoring, and recovery planning. Despite certain technical, regulatory, and operational challenges, the overall evidence highlights the substantial potential of UAVs to enhance disaster management effectiveness across all phases. CONCLUSION: According to the results of this review, systematic planning for the integration of UAV technology across various stages of disaster management is essential. Although challenges remain, these can be addressed through the adoption of advanced technologies such as deep learning algorithms, as well as improved equipment, software, and analytical tools for data collection and processing. Such advancements can significantly enhance the cost-effectiveness and operational value of UAVs, supporting more efficient disaster response, mitigation, and recovery strategies.

Le présent article se penche sur l’étude descriptive et analytique des noms composés dans une approche contrastive (français-persan et vice versa). Un corpus thématique dans le domaine de « faune et flore » a rassemblé ces noms en deux langues dont les exemples sont présentés dans les tableaux, parallèlement à leurs équivalents dans l’autre langue. Pour être plus systématiques, nous avons fait une taxinomie de cette thématique qui se répartit en quatre groupes « fruits et légumes », « arbres et fleurs », « plantes aromatiques et médicinales » et « animaux ». Les structures grammatico-syntaxiques ainsi que la situation de leur noyau sémantique, à savoir indocentrique et exocentrique, sont passées au crible. Selon les résultats de notre recherche, cette catégorie de nom partage plus ou moins les mêmes structures et traits caractéristiques dans les deux langues étudiées, sans oublier quelques points importants et intéressants qui les distinguent d’une langue à l’autre, notamment sur le plan orthographique.