مطالب

The current study sought to explore the impact of SFL-oriented register instruction on Iranian EFL learner’ writing performance with a central focus on their English proficiency level. As its secondary aim, the study delved deeply into the learners’ perception of the register-based instruction. To these ends, 50 intermediate and 50 advanced Iranian EFL learners were selected randomly and assigned to four groups: two experimental and two control groups. Employing an experimental pretest/posttest design, the learners of the two experimental groups received instruction on the three components of register; that is, field, tenor, and mode along with the implementation of a three-phase teaching/learning cycle, whereas the learners in the control groups were exposed to a conventional writing instruction. Quantitative analysis of the learners’ writing performance on the pre- and posttest measures revealed the contributory role of register instruction in improving Iranian EFL learners’ writing performance, regardless of their English proficiency level. Furthermore, having been surveyed through a researcher-made questionnaire, the advanced and intermediate learners expressed their positive attitude towards the instruction. The findings highlighted the necessity of superseding the traditional linguistic-based writing instruction by a contextual and situational teaching methodology similar to what has been implemented in the current study.

This study has been carried out to develop a critical checklist for global/commercial textbooks which play a crucial role in language teaching/learning. For this aim, a number of items have been developed based on a comprehensive review of the related literature and experts’ opinions. The tentative checklist was administered to the targeted population, yet 326 checklists were deemed appropriate for the analysis. The statistical analyses utilized in this study were exploratory factor analysis and partial confirmatory factor analysis. Prior to the exploratory factor analysis, a correlation analysis reduced the items into 44. Next, the exploratory factor analysis identified ten components. Additionally, six items were excluded from the checklist due to simultaneous factor loading and the finalized checklist was truncated into 38 items.  To investigate the possibility for further validation studies, the result of partial confirmatory factor analysis was not statistically significant.  Results of this study have the potentials to shed some lights on the ideological aspects of textbook evaluation.

Purpose: Today, many scholars believe that accelerating the exchange of knowledge and information with emphasis on the central role of knowledge and science is crucial to achieve comprehensive development. In fact, a knowledge-based society is recognized as a paradigm for development. Investing in knowledge-based foundations in the rural areas can also lead the rural community towards the future and play a role in national and international arenas. The purpose of this study is to model structural equations affecting knowledge-based realization in Dehkhoda Village in Hamidieh County. Design/methodology/approach: The design of this study is of applied-theoretical type and adopts a descriptive-analytical research method. Research data were also extracted from library resources and field surveys. For this purpose, by visiting statistical centers and exploring through statistics, a comprehensive dataset was compiled for the research along with a self-administered questionnaire. The population of this study were the residents of Dehkhoda Village inhabiting permanently in this village in 2018 (n=1980). Of this statistical population, a sample size of n=321 was selected using Cochran formula for rural community. Pearson correlation coefficient, single sample T, multivariate regression and path analysis were used to analyze the data and test hypotheses. These tests were performed using SPSS.22 and Amos software. Findings: The results suggested that information and communication technology (ICT), education, management, government agencies and NGOs (as independent variables) were positively and directly related to knowledge-based realization (as dependent variable) in Dehkhoda Village. SEM indicators also exhibited that the model developed in this study is backed up by the research data, with all indicators confirming the utility of the SEM. According to the results of research, it can be argued that public satisfaction with management indicators, government and non-governmental organizations is higher than average, whereas satisfaction with ICT and education is lower than average. Practical implications: Rural knowledge-centeredness requires decentralization, reduction in government tenure, the reinforcement of voluntary and non-voluntary public institutions in villages, the modification of rural management laws and regulations to create and integrate rural management system, the assignment of a large portion of the government's executive duties and responsibilities to rural sheriffdom, and the transfer of facilities and financial resources to it.