مطالب

The purpose of this study was to compare the effects of massed, clumped, and spaced distribution of an Augmented Reality-Assisted Language (ARAL) application on young English as a Foreign Language (EFL) learners' vocabulary learning. Forty-eight native Persian speakers, ages 5 to 10, who attended a private international school in Istanbul, Turkey, participated in the research. To teach vocabulary items, the researchers used a researchers-made augmented reality smartphone application based on a phonics book. Using the ARAL application, three groups of primary school students were assigned to receive instruction: massed learning (one lesson per day for four days in a row), clumped learning (two lessons twice a week with a brief break), and spaced learning (one lesson per day for four days in a row). The impact of the ARAL application was assessed using a pre-test–post-test approach. The ANCOVA results demonstrated that the learning environment had an impact on the students' vocabulary development. The greatest post-test scores were obtained in the massed condition. Therefore, the results demonstrate the value of incorporating massed learning methodologies into EFL teaching practices and validate the efficacy of massed learning using ARAL for Persian-speaking EFL learners. The results have consequences for curriculum writers, administrators, and EFL teachers who want to use the massed dissemination method of ARAL application.

In the contemporary day, where digital technologies profoundly impact all facets of human existence, effective policymaking in digital media is crucial. Considering the substantial influence of these media on public opinion, political and social communications, as well as their profound effects on cultural and economic aspects of societies, the imperative for a meticulous and exhaustive assessment of the policies implemented in this area is more evident. Given the intricate and multifaceted characteristics of digital media policymaking, the application of soft operational research methodologies can provide more thorough and agreeable outcomes. This research investigates the methodologies of soft systems and cognitive mapping as analytical instruments for assessing digital media policymaking. This methodology enables the identification of current concerns and issues, while also assessing capacities and potential for enhancement, thereby offering a thorough and pragmatic framework for effective policymaking in this domain. The data necessary for constructing the conceptual model of this research were obtained by examining prior studies and conducting comprehensive interviews with experts and specialists in digital media. In analyzing the present condition of the media and communication sector, a significant observation, akin to various social and cultural domains, is the occurrence of cultural lag, wherein the rapid progression of communication technologies has surpassed the capacity of society and policymakers to adjust and formulate suitable content strategies. This research indicates that modifications in the "content" domain are crucial for effective policymaking in digital media.

Oil and its derivatives are among the non-renewable natural resources that constitute a significant portion of the annual income of several countries. A critical question that arises in this context is whether oil revenues can foster economic growth and development in oil-producing nations or not. Additionally, given the increasing importance of domestic financial markets in recent years, it is essential to examine these markets to better understand the relationship between economic growth and oil revenues. This study investigates the oil revenues and economic growth, with a particular focus on domestic financial markets in crude oil-producing countries, using the Generalized Method of Moments (GMM) method in the period from 2000 to 2020. The results showed that the lagged variable of gross domestic product per capita, the variable of domestic credit to the private sector by banks, and the variable of private credit by monetary banks and other financial institutions to GDP influence GDP per capita. Furthermore, the coefficient for the share of oil revenues in total income is negative, though not statistically significant. In other term, in oil-producing countries, an increase in oil revenues is associated with a decrease in GDP per capita, indicating that oil revenues have not been able to play a substantial role in the economic growth of these nations.

This article focuses on Iranian war narratives and the technique of ‘writing back to history’ in Hasanzadeh's This Weblog will be Transferred .(2015) Deploying the neo-left technique of revision and Flanagan’s notion of ‘technorealism’, the writer has tried to discuss how young adult literature can reevaluate the dominant representation of the recorded history. It is argued that the production of a counter-narrative and the illustration of history from a marginalized silenced perspective of the young adult reader have enabled Hasanzadeh to reveal hidden narratives and to re-assess the dominant discourse. As one of few young adult narratives that address the subject of the Iran-Iraq War and the depth of national agony, Hasanzadeh's work distinguishes itself through its use of cyberspace in the representation of war. His work, by incarnating an online platform such as weblogs, inspires a sense of collectivity that most war narratives strive for. This sense is inspired through many intertexts woven into the fabric of the narrative. Along completing and expanding the scope of the main narrative, these intertexts incorporate an intimate tone and elicit empathy and identification from the young adult reader. Furthermore, they create a kind of multi-perspectivism that not only challenges the monolithic narrative of the war in Iran but also corrects and shapes the public's perception of the impacts of war on a nation. The result is an alternative vision of the past that fights the misuse of national memory and the creation of a better sense of the inherited world for young adult reader.