مطالب

The primary aim of this quasi-experimental study was to delve into the contrasting effects of In-text Feedback and Rubric-based Feedback on the writing performance and self-efficacy of Iranian Intermediate English as a Foreign Language (EFL) learners. To do so, 120 intermediate female English language learners between the ages of 12 and 16 were recruited based on non-random convenience sampling method from an English language institute to take Oxford Placement Test (OPT) to ensure a homogenized group of participants. Then, 60 participants whose scores fell within one standard deviation below and above the mean OPT score were recruited. The selected participants were randomly assigned to one of three groups: the in-text group, the rubric-based group, and the control group, with each group consisting of 20 students. Each group also took writing pre-test and completed self-efficacy questionnaire before the treatment. Next, the participants engaged in the assigned writing activities which were similar and received relevant feedback types for ten sessions. After the treatment, all groups took writing post-test and completed the self-efficacy questionnaire again. The results revealed that both in-text feedback and rubric-based feedback had a statistically significant effect on the writing performance of the learners. Additionally, there was a significant difference in the effect of in-text feedback versus rubric-based feedback on writing performance. In terms of self-efficacy, both types of feedback showed a statistically significant effect. However, there was no significant difference between the effects of in-text feedback and rubric-based feedback on self-efficacy. The findings of the study carry important implications for various stakeholders involved in English as a Foreign Language (EFL) learning, including learners, teachers, language centers, and teacher trainers.

With the advent of advanced technology, a substantial proportion of reading takes place online. Reading engagement is an important factor which makes considerable contributions to reading comprehension. However, there is no valid and reliable measure for assessing learners' online reading engagement. Accordingly, this study constructed and validated a scale to gauge LORE. Initially, 20 EFL learners and 20 teachers were interviewed and based on the results of thematic analysis and extant components in the literature, an initial draft of the LORE was prepared. This draft became subject to expert opinion in a panel of three PhD holders in TEFL. Afterwards, the scale was distributed to 335 learners. The results of exploratory factor analysis (EFA) and Cronbach's Alpha yielded satisfactory psychometric properties for the 21-item scale consisting of six factors including affective, behavioral, cognitive, linguistic, agentic, and social dimensions. The analysis of aggregate means revealed that learners were highly engaged in behavioral and affective aspects, moderately engaged in the cognitive and agentic facets, but they had low levels of engagement in linguistic and social dimensions. Based on the results, the scale can be safely used to measure EFL learners' online reading engagement. Moreover, it is recommended that EFL teachers take measures to foster learners' linguistic and social engagement.

INTRODUCTION: Sponge city, a fundamental strategy for solving water and environmental challenges, has attracted the attention of researchers around the world in recent years. Hence, the aim of this research is to examine the sponge city as a paradigm in urban flood crisis management. METHODS: In this applied study, the research method is both descriptive and analytical. Data were collected from review articles, book chapters, grey literature, online pages, and newspaper articles. For qualitative content analysis, an inductive method was used, which combines data collection, extraction, and analysis, and gradually generates a discussion. FINDINGS: According to the findings, the sponge city model involves comprehensive improvement of urban water resources and the aquatic environment in urban areas and a way to respond to water challenges and environmental degradation, promising to resolve environmental problems, increase welfare, growth and development, and achieve sustainability in societies. It emphasizes the integration of environmental considerations into all physical structures in urban spaces with the aim of harmonizing city development with the natural environment and advancing the principle of sustainability through the alignment of human and ecological processes in urban environments. CONCLUSION: The results show that the sponge city and its principles can contribute to sustainable development in environmental, social and economic dimensions. A sponge city construction can improve the ability of cities to adapt to environmental changes and cope with floods, encouraging the development of cities towards a healthier and more sustainable direction.

Human rights, grounded in the protection of human dignity, have a normative nature transformed the traditional structure of citizenship rights. This transformation has extended citizenship rights into the realm of international law. Consequently, citizenship rights and their associated concepts are now defined more by universal human rights laws than by the national interests of states. This process suggests that human rights serve as a primary principle, governing over citizenship rights. It also implies that, through developments in the theoretical foundations of citizenship, there may be a need to revise state constitutions or demand narrow or broad interpretations of constitutional laws. The procedures of the International Court of Justice, including its efforts to redefine nationality and citizenship and to identify the customary law of international law in terms of human rights requirements, reflect this transformation. Accordingly, the traditional definitions of citizenship and related concepts, such as nationality, are evolving, highlighting the need for new interpretations. A reinterpretation of citizenship rights, informed by human rights values, suggests a shift in the legal principles that govern the traditional perspective on citizenship.