مطالب

It is a truism that success at university depends on the possession of outstanding writing skills. Yet of all language skills, writing is the most arduous to master and the situation gets even worse in the case of second or foreign languages. The current study aims at investigating the suitable ways to overcome the difficulties students of English face with writing especially in terms of vocabulary items and spelling mistakes by exploring the effects of adapting autocorrect and spell- checkers technologies on their writing skills. The research data comes from an experiment conducted at Adrar University, south of Algeria, in which 18 LMD (Licence-Master-Doctorat, equivalent to the BMD, Bachelor-Master-Doctorate) students utilize autocorrect and spell-checkers as assistive technology. The finding of the experiment shows that the use of assistive technology has perceptible effects regarding the quality of students’ production as these technologies displace the attention from worrying about spelling mistakes to other aspects of writing. The paper does also propose some suggestions regarding the improvement of the writing skill at the level of Algerian Higher educational institutions (HEIs).

IntroductionIn the context of collaborative online foreign language practice, we look at how metacognition and revealing of the self combine when the full potential of the digital tools are put to use. We present a qualitative study of a corpus of written contributions by English as a foreign language distance French learners and look into a model for teaching and learning in which emotions are integrated. We study how expression of emotion and commenting on learning are combined in the learners’ discourse. We thus give insight into the meeting point of technology on the one hand and learning and teaching strategies on the other hand, and detail diverse appropriation regimes within a community of trust (Privas-Bréauté & Rémon, 2018).

In this chapter I review principles and practical aspects of language assessment in foreign language (FL) learning, more specifically with a focus on Computer-Assisted Language Learning (CALL) and other contexts in which computers are used as a means for distance learning and for language assessment (Computer-Aided Assessment - CAA). Assessment constitutes an essential dimension of learning experiences and it is an aspect of most formal processes of language teaching and learning. Language assessment may involve language testing, as well as other procedures and instruments such as observations, performance tasks, portfolios and self-evaluation, and by combining information from various sources of assessment one is able to obtain more valid and reliable results. I draw on the literature on CALL and on language assessment, and on data collected within the scope of the Teletandem Brazil Project: foreign languages for all (henceforth TBP), to support my position on principles that may or may not characterize language assessment in the context of teletandem interactions. CAA is defined as any type of activity in which computers are used to support a process of assessment apart from and beyond their simple function to store and transmit information. CAA helps faster assessment, increases the quality and quantity of information detected, and maximizes the provision of feedback about language assessment processes. In the TBP project, undergraduate students from a Brazilian university interacted with students from universities abroad, by means of computer programmes for synchronous communication, microphones and webcams. Besides the claims about CALL from the literature, I make reference to teletandem interactions in both EFL and Portuguese as a foreign language, considering occasions in which teletandem agents evaluate each other linguistic performances. I also analyse a questionnaire for evaluation in teletandem, which does not focus on language assessment but rather on the experience of interacting in the teletandem context and on the tools used for communication. No clear distinctions were found to exist between CAA and more traditional procedures for language assessment. Principles for CAA seem to combine traditional bases for language assessment and testing with a number of pedagogical principles that underpin distance learning.

The present paper aimed to investigate rational-emotive behavior therapy on self-esteem and self-criticism of females with binge-eating behavior. A quasi-experimental design was utilized in this study, which involved a control group, a pre-test, and a post-test of samples taken from two clinics in Tehran (Armaghane Salamat and Zehne Aram, district 3), of which 24 females were selected through a purposive sampling method throughout October to December 2019. There were 12 participants in each of the experimental and control groups. Afterward, they were randomly assigned to experimental and control groups. The experimental group (n=12) was treated with rational-emotive behavior therapy, for eight weekly 90-120 minute sessions, while the control group (n=12) did not receive any treatment. All participants were tested using the Rosenberg self-esteem scale (SES)and The Levels of Self-criticism (LOSC) Scale methods. In addition to descriptive statistics, and Normality tests were employed to interpret the results and the SPSS-25 program was used for all the analyses. Considering the results, there was a significant difference between the pretest and post-test results for self-esteem (26.93±3.94) and self-criticism (52.40±5.54) indicating that the experimental group’s post-test scores were higher relative to their pretest scores, while the control group’s scores decreased self-esteem from the pretest (22.53±4. 23) to the posttest (21.34±3. 83) and increased self-criticism from the pretest (61.34±6.71) to the posttest (62.34±6.48). The findings showed that rational-emotive behavior therapy could help females with binge-eating behavior. Therefore, this intervention program is recommended for improving self-esteem and mitigating self-criticism among females with binge-eating behavior.

Child-teacher relationship is one of the determinants of students’ behaviors, especially those with specific problems, which in turn can be affected by other factors. The present study was conducted to investigate the mediating role of homework problems in child-teacher relationship, behavior problems, and social adjustment amongst students with learning disability. Among the elementary students with learning disability referred to the learning disability education centers affiliated to Yazd Education Organization, Iran, 231 ones were selected randomly. The data were gathered using the Student-Teacher Relationship Scale, Teacher-Child Rating Scale, and Homework Problems Checklist and were then analyzed by Path analysis. The findings showed that homework problems were positively correlated to child-teacher conflict and negatively associated with child-teacher closeness among Learning Disabled (LD) students. Overall, the child-teacher relationship affected homework problems, eventually leading to behavioral or social adjustment problems. In other words, homework problems played a mediating role in the relationship between the quality of child-teacher relationship and LD students’ behavioral problems and social adjustment. Hence, improving the child-teacher relationship can reduce homework problems and, as a result, promote social adjustment among LD students.

Aim: The aim of the present study was to investigate the effectiveness of acceptance and commitment therapy on the psychological capital of bullied students. Method: The research design was quasi-experimental type with a pre-test-post-test design with a control group. The statistical population of the research includes all male students of the first secondary school in Rasht city in the academic year 2022-2023. After implementing the bullying questionnaire, 30 students were selected as the bully group and they were randomly placed in two experimental and control groups (15 people in each group). In order to collect data, the psychological capital questionnaire (Luthans, 2007) was used. The experimental group underwent acceptance and commitment therapy for 8 sessions of 90 minutes, and the control group did not receive any training. Results:The results showed that acceptance and commitment therapy led to a significant increase in psychological capital and its components (P<0.001). Conclusion: Based on this, acceptance and commitment therapy can be considered as an effective intervention in increasing the psychological capital of bullied students through the promotion of psychological flexibility.

The aim of this research was to investigate the role of intelligent leadership and innovative organizational climate in organizational loyalty and organizational resilience with the mediation of teachers' organizational knowledge-creation. The study population included all high schools teachers in Chaharmahal and Bakhtiari province. A sample of 2687 teachers were selected using the proportional stratified random sampling method based on the Cochran formula. The quantitative research method was of a correlation type and a covariance-oriented structural equation modeling approach. The questionnaires used for collecting the data consisted of the researcher-made questionnaire of intelligent leadership based on Sidanmanlaka's model (2008), the researcher-made questionnaire of organizational knowledge-creation based on Nonoka and Takeuchi's model (2006), the organizational loyalty questionnaire of Wells, et al. (2011), the Siegel and Kaymer’s innovative organizational climate questionnaire (1978), the Prayag et al.'s organizational resilience questionnaire (2018). The reliability and validity of the questionnaires were examined using Cronbach's alpha technique and techniques of exploratory factor analysis and confirmatory factor analysis of the first and second order, respectively. In order to analyze the data and test the research hypotheses, The results revealed that. Intelligent leadership, through organizational knowledge-creation, has a positive and significant indirect impact on teachers'’ organizational loyalty and organizational resilience. innovative organizational climate, through organizational knowledge-creation, has a positive and significant indirect influence on organizational loyalty and organizational resilience

One of the new concepts in the field of human resources management is organizational intelligence, which is increasing in importance day by day. The main goal of the present study was to identify the factors affecting the organizational intelligence of secondary school principals. The current research method was qualitative-based theory and applied research in terms of its purpose. The participants in the research were principals and vice-principals of schools in Lorestan province. Totally 20 interviews were conducted with them using the purposeful sampling method until reaching theoretical saturation. The research tool was semi-structured interviews. Open, axial and selective coding was used to analyze the data. Also, for the validity of the findings, in addition to reviewing the interview process by researchers, internal participants and external auditors were used, and for reliability, evaluators outside the research were used, and the agreement coefficient was 0.80. The data analysis led to the formation of 9 core categories, based on the paradigm model of Straves and Corbin, "empowerment" and "elements of a smart organization (including justice-oriented components, organizational transparency and research-oriented components)" as causal conditions, "organizational culture" and "leadership" "cultural" as background conditions, "organizational global horizon" as intervening conditions, "financial, psychological and environmental horizon" and "talent management" as strategies/strategies and "productivity" and "career longevity" were also consequences of organizational intelligence. Based on the current findings, the education system should pay attention to the empowerment of managers, the elements of intelligent organization and the organizational culture of managers as factors that shape and accelerate organizational intelligence.

Objective:  The purpose of this paper was to examine the effectiveness of the training couple care program (CARE) based on Halford’s instructions on intimacy and trust of couples referred to counseling centers of Isfahan in 2021.Methods: The research methodology of this study was semi-experimental divided into two groups of experiment and control with 16 participants in each group. The statistical population of this research included all couples who have referred to the counseling centers of Isfahan in the first 6 months of 2021. Subjects of experimental group participated in 7 sessions of the training program which each session took 90 minutes. Research data was collected by Alavi’s questionnaire. For evaluating of the content validity of this questionnaire was utilized experts’ propositions. Findings showed that the training approaches of the couple care program (CARE) are effectiveness on the intimacy, emotional, supportive, and aggressive behaviors, and trust of couples.Results: when the emotional experience of love and intimacy in couples’ relationships becomes less important and less valuable, the life atmosphere definitely becomes unstable and unreliable. Therefore, by implementing the care training program, it is possible to create a calm psychological atmosphere in couples’ relationships and provide the way for a more productive conversation. In this way, intimate relationships become stable with the ability to communicate and agree on interests in a relationship.Conclusion: the beliefs and expectations of couples affect the perception of couples, marital life, relationships and interactions. So that they can form stable relationships between couples or lead intense love to divorce; which can be improved with the help of rich programs such as CARE couple care program, communication, and care in couples.