Gender

The purpose of this research is to investigate Iranian English teachers’ perception of teaching reading comprehension and reading comprehension strategies and their use which can be influenced by individual factors such as gender and teachers’ teaching experience. To serve this purpose, 78 EFL teachers were selected in a stratified manner from West and East Azerbaijan’s language institutes and schools in the second semester of the academic year 2021. This sample included 54 females (=22 experienced, 17 developing, and 15 novices) and 24 males (=1 highly experienced, 6 developing, and 7 novice). To collect the research data, the first three sections of a five-point Likert scale standardized questionnaire was employed to tap teachers’ perception of reading comprehension and the importance of reading strategies. The obtained data were analyzed through Two-Way between Groups Analysis of Variance (ANOVA) to investigate the significant main and interaction effects of teachers’ gender and their teaching experience on their perception of teaching reading comprehension and reading strategies. The results showed that the gender and teaching experience had no significant main or interaction effect on their understanding of the way reading comprehension should be taught or the paramount of reading comprehension strategies. Moreover, the findings unraveled some uncertainties in   teachers’ perceptions of reading comprehension skills and misconceptions regarding the significance of reading comprehension strategies. The findings are pedagogical significant and will be discussed in length.

Vocabulary learning can occur incidentally when explicit and implicit cognitive processes are at work. The present study investigated how frequently a set of (implicit/explicit) lexical strategies was used by Iranian learners of English while reading journalistic texts for comprehension, and how effective they were regarding vocabulary retention in incidental vocabulary learning. Also, it examined the role of gender in lexical strategy use in such a context. To this end, 40 upper-intermediate learners of English, including 20 males and 20 females, were selected and asked to read journalistic texts. To collect the data, think-aloud and a retention test (Vocabulary Knowledge Scale) were used. Descriptive and chi-square data analyses revealed that the most frequent lexical strategy was consulting a dictionary (particularly a bilingual dictionary), followed by inferring (particularly contextual strategies) and ignoring strategies. The male participants were found to use inferring strategies more frequently whereas the female participants were found to use the ignoring strategy more frequently. Moreover, significant differences were observed between explicit and implicit strategy types with higher lexical use and retention effect for explicit ones. Findings provide implications for L2 vocabulary learning. 

This study investigated the effects of dialogic tasks on Iranian English as Foreign Language learners' language learning anxiety considering the moderating effects of the learners’ gender and levels of proficiency as well. A total number of 213 male and female Iranian EFL learners within the age range of 15-19 were selected through convenience sampling from three language schools in Fars, Iran. Learners at two levels of proficiency (upper vs. lower intermediate), were chosen and assigned to experimental and control groups. Then, an adapted translated version of Foreign Language Classroom Anxiety Scale (Horwitz et al., 1986) was run as a pretest and posttest to measure the learners’ anxiety. The treatment was dialogic tasks operationalized through sequencing picture stories. The results revealed that dialogic tasks exerted a significant effect on reducing Iranian EFL learners' anxiety. Moreover, it was discovered that upper-intermediate learners experienced lower levels of anxiety than their lower-intermediate counterparts. Finally, it was found that female learners in this study suffered from more anxiety levels than male learners. Although integrating dialogic tasks into classroom activities has proved to be beneficial as learners could experience sufficient opportunities for speaking, this task could not assist learners of different levels of proficiency and gender in the same way. These findings will provide practical implications for language teachers and learners.

Purpose: The aim of this study was to determine the relationship between analytical literacy and computer literacy with creativity and with the role of moderating gender in high school students in secondary period in Guilan province. Methodology: The method of descriptive research of correlational type and the statistical society included the high school students in secondary period of Guilan province in the first semester of the academic year 2020-2021. The statistical sample consisted of 384 people (191 females and 193 males) who were randomly selected by paper and electronic methods. The tools for measuring variables included Abedi creativity test, researcher-made questionnaire of computer literacy and analytical literacy. Data were analyzed using hierarchical regression analysis, multivariate regression and Z test. Findings: The results showed that the effect of computer literacy and analytical literacy on students' creativity is positive and significant. The effect of computer literacy by gender on creativity was also significant. Conclusion: The effect of computer literacy on analytical literacy has been positive and significant, too. The results can be used to predict creativity in male and female students.

Introduction: The existence of moral behavior in the auditing profession is of special importance. Moral identity is defined as a person's commitment to perform ethical behaviors, which can be influenced by many individual factors. Personality is one of these factors. In this regard, this research was conducted with the aim of investigating the relationship between Machiavellianism and auditors' moral identity, considering the role of gender. Material and Methods: This is an applied research and of a descriptive-correlation type. Statistical population of the study consists of auditors working in private audit institutions. The statistical sample includes 228 people who were selected using the available sampling method. The research variables were measured using standard questionnaires, and finally, multivariate regression was used to analyze the collected data. Results: The results of data analysis showed that Machiavellianism has a negative and significant effect on auditors' moral identity. This effect is more intense for women auditors than men. Conclusion: The results of this research can help to know the individual factors affecting the moral identity of auditors, in addition to the development of behavioral accounting literature, it can provide useful information to the legislators and policymakers of the profession and finally increase the motivation of ethical behavior of auditors

Abstract This study aimed to investigate a relationship between creativity and emotional intelligence elements in sport organizations. The study population includes 250 Iranian participants who were serving in different sport organizations including 125 males (Mage = 52.8 years, SD = 6.2years) and 125 females (Mage =45.3 years, SD = 4.6 years). Three instruments have been used in this survey: (i) General information questionnaire (ii) Emotional Intelligence questionnaire (iii) Creativity questionnaires (RAUDSEPP). The findings achieved through emotional intelligence and creativity questionnaires demonstrated that men and women were different in some aspects of relationship between creativity and emotional intelligence elements. Positive relationship between creativity and all elements of emotional intelligence except between creativity and controlling emotion element have been found. Other findings discussed various aspects of emotional intelligence and creativity in both genders. We can conclude that cognitive and behavioral systems of men and women are functionally distinct; so, existence of conflict in relationship between EI and creativity in men and women participants in this study may be due to gender differences.

The present study strived to determine the degree to which collaborative tasks and EFL learners’ gender affected their flow experiences. To this end, first, the researchers selected 56 intermediate-level EFL learners in two intact classrooms at a private language institute in Urmia (Iran) as the participants. Second, they randomly assigned the classes to an experimental group and a control group. Third, they used a flow state questionnaire to determine the participants’ flow experiences prior to the onset of the study. Fourth, they provided the experimental group with collaborative language learning treatment during 12 sessions. Nonetheless, they deprived the control group of this treatment. Finally, they administered the flow state questionnaire to the groups anew to appraise the efficacy of collaborative tasks for augmenting the participants’ flow experiences. The results indicated that the above-mentioned tasks had an advantageous impact on the EFL learners’ flow state of mind. Furthermore, based on the results, female learners’ flow experiences were more positively affected by the collaborative tasks in comparison with the male learners’ flow experiences. The obtained results may empower the teacher educators, syllabus designers, and researchers to take account of the flow state of mind during the process of language acquisition.

The purpose of this study was to investigate the association between physical activity with fine and gross motor skills in pre-school children with ADHD. The present study is a descriptive-correlational study. The participants were 58 children (20 girls) aged 4 to 6 years who were selected using a convenience sampling method. We utilized Physical Activity Questionnaire for Children (PAQ-C) to measure physical activity. The short form of the Bruininks-Oseretsky Test of Motor Proficiency was used to measure the fine and gross motor. Independent t test and regression analysis were used to analyze the data. Children in this study had low levels of physical activity and motor proficiency. Boys had significantly higher physical activity and motor proficiency than girls (P<0.001). In addition, physical activity was directly and significantly associated with fine and gross motor skills (both P<0.001). These findings indicate that there is a need to increase the level of physical activity in pre-school children with ADHD, especially girls. Moreover, it is recommended that physical education teachers and sports coaches use programs in physical education lessons to facilitate motor skills in children.

Several languages displayed in Language Landscape (LL) in tourism cities are foremost to be explored since they can depict the battle and position of each language. As China has a tight cooperation with Indonesia and other countries, Mandarin has begun to be utilized in the public sphere, such as in the LL. Thus, this present study intends to analyze the use and position of Mandarin, the underlying reasons for using Mandarin, society’s perspective, and its implication. The qualitative method was applied in which all data were explained descriptively by engaging documentation and a questionnaire for data collection. The former was done through the 831 signs displayed in tourism cities in East Java (27 Mandarin LL involved). The latter was conducted through the 127 responses from various backgrounds: old and younger generations. The results indicate that (1) Mandarin LL with top-down signs get a higher percentage than bottom-up signs in which Mandarin is in the fourth position, (2) the utilization of Mandarin in LL is to reveal their identity of the LL owner, (3) it is not vital to display Mandarin in LL due to the lack knowledge of it. Even if societies have negative perceptions of Mandarin, they confess that Mandarin is extensively spread due to its fast growth in any sector. Consequently, this study is crucial to give a wake-up call to the government and speakers of indigenous languages that they should take essential action to preserve the position of local-ethnic languages in LL.

As online learning gains popularity in educational settings, online exams have become efficient tools for evaluation. However, more research is needed on students' perceptions of online exams in developing countries like Iran. This study investigates the perceptions of 153 undergraduate students who have taken or are taking online general English courses at Yasouj and Shahrekord universities. The research aims to understand university students' perceptions of online English tests, including the ease and frequency of cheating, various forms of cheating, and reasons for cheating. A mixed-method approach was employed, incorporating interviews followed by a 19-item questionnaire. Parallel exams were conducted to compare students' performance. The analysis also examined differences in perceptions based on participants’ gender. The results indicate that cheating is easier and more prevalent in online exams than in traditional face-to-face exams. However, it does not occur more frequently in online English as a Foreign Language (EFL) exams than in other subject exams. The study identified various forms of cheating used by students and the reasons for cheating in online assessments. Additionally, gender was found to influence students' perceptions of cheating in online exams significantly. Based on these perceptions, strategies to combat cheating are proposed. The implications of this study are significant for educational stakeholders, particularly teachers and students, in their efforts to promote and maintain academic integrity.

The present study was conducted to investigate Indonesian English language education department learners’ L2 pronunciation anxiety (PA) and whether the duration of their study in the department as well as their gender impacted their PA. This cross-sectional study employed an online survey using a Google Form questionnaire as the method of collecting data with convenience sampling. To this end, 101 learners participated in this study. The study found that in general learners experienced a moderate level of PA. This anxiety was related to interlocutors and peer comparison, learners' perception of competence, and their perception of being English as Foreign Language (EFL) speakers. Furthermore, it was found that PA did not significantly differ across learners from different study years and female learners reported a significantly higher level of PA than their male counterparts. Considering the little influence of the study duration of PA, pedagogical implications include the need to revisit English education curricula regarding pronunciation learning encompassing such aspects as learning materials and activities, teaching methods, assessment, and evaluation, as well as learning objectives.        

Construct-irrelevant variance is considered as a major threat to validity which indicates the existence of additional unrelated variables that distort the meaning of test scores and cause the test to be biased. Differential item functioning (DIF) analysis is an important technique in examining the validity and fairness of educational tests. Concerning the importance of test fairness in large-scale exams, this study aimed to (1) detect gender DIF in the reading comprehension section of the B2 First exam using the Rasch model and Mantel-Haenszel method, and (2) investigate the comparability of results from the two DIF detection techniques. To this end, the reading section of the B2 First exam was administered to 207 undergraduate students of English as a foreign language (EFL). After checking the fit of the data to the Rasch model, the results of the Rasch model-based DIF analysis showed the presence of two items indicating DIF, whereas the results of Mantel-Haenszel showed that there were three gender-DIF items.

The present study attempted to look deeply into how Iranian English teachers defined morality and if there was any significant difference with respect to gender and years of teaching experience. The study followed a mixed-methods design including a semi-structured interview and a multiple choice single-item questionnaire. The results revealed that while the main concern for the participants in different decades of teaching was choosing right over wrong, the prevailing theme for male and female teachers differed in that the male teachers moved towards less personalized and more agentic conceptions, whereas female teachers were more concerned with the context and society as their experience increased. The analysis of the quantitative data also illustrated there was a significant difference between female and male teachers in the 2nd and 3rd decades of teaching. Moreover, the differences between participants based on their level of experience were statistically significant