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Classroom interaction improves the learning process by enhancing opportunities for learning since both instructors and learners are involved in various speech acts. Speech act refers to a functional unit in the form of an act assisting individuals to perceive or promote things with words in interaction. Thus, the current study investigated classroom interaction in terms of types and functions of speech acts performed by Iranian English as a foreign language (EFL) teachers and learners. The data for the study came from audio-recording of twelve 90-minute sessions taught by six experienced Iranian teachers. To analyze the conversational data, Finocchiaro and Brumfit’s (1983) model was used to examine various types of speech acts and Walsh’s (2006) SETT was employed as a framework to explore the functions of speech acts. Following the data analysis, it was unfolded that directives were the most frequent speech acts, including suggestions, requests, warning, and giving instruction, accompanied by interpersonal and personal ones. As to the functions of speech acts, the most frequent mode was the materials mode (42%), followed by skills and systems mode (34%), classroom context mode (16%), and managerial mode (8%). The overall findings indicate the central role of the teacher in teacher-fronted classes in Iran as the most speech acts, i.e. about 79%, were performed by teachers in the form of requestive, suggestive, and advisory to control and promote the learning process. By carrying out the current study, it is hoped that readers gain more insight regarding the pragmatics territory, most notably speech acts.
 

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Teacher reflection and self-efficacy beliefs are two important teacher characteristics that influence different aspects of teaching jobs. The relationship between these two constructs is important, but the previous research has focused on the effect of reflection on self-efficacy. This mixed-methods study aimed at assessing the interrelationships between reflection and self-efficacy through surveying 330 Iranian English language teachers in the quantitative phase and interviewing 15 teachers in the qualitative phase. The quantitative data were analyzed through a Partial Least Square approach and the qualitative data through a conventional content analysis. Results show the two variables are closely interwoven, but reflection components were better predictors of self-efficacy. Metacognitive, cognitive, and affective reflection were significant predictors of self-efficacy and its components, but critical reflection did not predict any aspect of reflection. Efficacy for classroom management could predict practical and cognitive reflection, and efficacy for student engagement could predict practical, affective, and critical reflection. These findings imply that metacognitive, affective, and cognitive reflections need to be encouraged in English Language Teaching preservice and inservice teacher education programs, and workshops need to be enriched and focus on practical teaching issues and classroom management strategies, and learner engagement techniques.
 

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The present research study aimed to investigate the pragmatic awareness, attitudes, and practices of nine upper secondary English teachers in EFL (English as a Foreign Language) classrooms, with a focus on the intercultural aspects of the subject. Using a phenomenological methodology, the study conducted nine semi-structured interviews with English teachers of upper secondary students. Teachers demonstrated a high level of awareness of pragmatics, particularly when presented with pragmatic input based on syllabi formulations. The awareness suggested a recognition of the importance of pragmatic competence in language learning. Teachers incorporated pragmatics into their teaching methods. Pragmatics was used as a tool for fostering metacognitive conversations about language, helping students understand the appropriateness of certain phrases or words. Teachers aimed to make students aware of why people communicate in certain ways. The understanding of the reasons behind communication choices was deemed important for both teachers and students. Teachers perceived the intercultural dimensions of the English subject as crucial. Issues such as monocultural teaching groups, filter bubbles, and the rise of difficult conversations were highlighted. Teachers found using students' first languages to be an important tool for understanding and scaffolding their learning of English. The incorporation of pragmatics in the EFL classroom not only benefits language development but also serves as a facilitator in developing an understanding of other people. The study suggested a link between pragmatic awareness and intercultural competence in language teaching.

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Despite the growing attention given to language teacher immunity in the recent years, scant research has focused on how supervisory classroom observation affects teacher immunity through the framework of complexity theory. To address this gap, the current study intended to shed more light on the process of supervisory classroom observation and how it contributes to second language teacher immunity, either productively or maladaptively. To this end, 10 English as a Foreign Language (EFL) teachers were recruited and the data were collected through narrative frames and semi-structured interviews. The findings indicated that the observer’s presence and the entire observation process instigated excessive stress among the teachers and affected the teachers’ self-efficacy, creativity, and motivation; while the post-observation conferences between the teachers and the observers had a positive influence on the immunity development of the teachers. Implications for the stakeholders including the policy makers, institute managers and the observers are provided in the conclusion section of the study.
 

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This study investigated the relationships between self-esteem, empowerment attitudes, and perceptions of classroom justice among EFL (English as a Foreign Language) learners. Relative stratified sampling was used to choose the 329 participants that make up the research sample. Cronbach’s alpha was used to assess the reliability of the questionnaire. This study used path analysis within the framework of structural equations, using a descriptive-correlational methodology, to analyze data and test research hypotheses. Software such as AMOS22 and SPSS22 were used to analyze the collected data. The results showed a significant correlation between students' perceptions of classroom justice dimensions and their feelings of empowerment and self-worth. The implications extend beyond the confines of the classroom, pointing towards a holistic approach to education that considers both the interpersonal dynamics within the learning environment and the individual empowerment of students.
 

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Learners’ classroom involvement is thought to be highly influential in their academic success in that highly involved learners typically invest more time and energy in acquiring course content. For this reason, the predictors and determinants of learners’ classroom involvement have been highly attended to by educational researchers. Nonetheless, the predicting role of teachers’ emotional competencies like compassion and empathy has rarely been researched. Furthermore, to the best of the researcher’s knowledge, no theoretical review has looked into the concurrent impacts of teachers’ compassion and empathy on EFL (English as a Foreign Language) learners’ classroom involvement. To address this lacuna, the current theoretical review aimed to explicate the effects of these two emotional competencies on EFL learners’ classroom involvement. The desirable effects of teachers’ compassion and empathy on EFL learners’ involvement were demonstrated using theoretical and empirical evidence. The implications of the present review’s findings are thoroughly discussed.

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Genus Medicago belonged to family Fabaceae is one of the most important forage legumes. Annual species of this genus are indigenous to Mediterranean region and used for prevention of soil erosion, green manure and forage. In this research, genetic variability and classification of 14 annual medicago truncatula genotypes using ISSR markers was done. 9 out of 15 ISSR primers which possessed suitable polymorphism and amplification were used for fingerprinting of studied genotypes. Totally, 71 bands were amplified via ISSR primers which 11 bands were monomorphic and 60 bands were polymorphic across genotypes. Based on Jaccard similarity coefficient, minimum similarity (0.25) was seen between TN8.3 (Tunisia) and TN6.18 (Tunisia) and maximum similarity (0.82) was seen between TN8.3 (Tunisia) and SA28064 (Cyprus). Population structure analysis using STRUCTURE software subdivided them into 9 subpopulation. In this study, maximum admixture was occurred in TN1.21 (Tunisia), A10 (Australia), F83005-5 (France), SA22322 (Syria), A20 (Australia), and DZA315-16 (Algeria) genotypes. Results revealed that annual self-pollinated M. truncatula had noticeable genetic variation which Is accurately detectable using ISSR molecular markers

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Analysis of genetic diversity of Fusarium verticillioides populations concludes different levels of information in management of crown and root rot disease in corn farms. Simple sequence repeat (SSR) markers were used to determine genetic structure and estimate genetic diversity in 77 F. verticillioides isolates from major producing areas in Ilam province, Iran such as: Dehloran, Mosiyan, Dasht Abas, Mehran, Eivan, Holeylan and Darreh Shahr during 2016 - 2017. Nine microsatellite (SSR) primer pairs revealed that the average number of alleles in populations were 34, the number of alleles in populations varied from 27 alleles in Dehloran and Mosiyan as the lowest to 40 alleles in Darreh shahr as the highest. Observed alleles (N_a) number and effective number of alleles (N_e) were higher in Mehran (N_a = 1.860; N_e = 1.463) compared to other populations. The genetic diversity (H_e) was higher in Holeylan (H_e = 0.284) and Shannon's information index (I) was also higher in Mehran (I = 0.436) but lower values were estimated for Mosiyan (H_e = 0.195; I = 0.303). The lowest genetic distance was found between Dehloran and Mosiyan (0.013) while the highest genetic distance was revealed between Dehloran and Darehshahr (0.139). Total gene diversity (H_t) and gene diversities between subpopulations (H_s) were estimated at 0.292 and 0.249 respectively. Gene diversity attributable to differentiation among populations (G_st) was 0.147, while gene flow (N_m) was 2.890. Cluster analysis based on UPGMA showed the lowest genetic distance between Dehloran and Mosiyan and then Dasht abas. The dendrogram indicated a high genetic distance between Darehshahr and the six remaining populations. Results from this study will be useful in breeding program of crown and root rot resistant cultivars and developing control methods for this disease. 

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Shyness is considered to be one of the inhibiting factors paralyzing the students during language conversation courses. Overcoming such an obstacle demands much effort and attention from both the teacher and the student. So far, many practices have been proposed as remediation and some proved to be successful; however, this research has tried to present a student-centered model which its main concern is group work and in-group progress. Therefore, a number of 51 French language students who had passed the French conversation course were asked to respond to a questionnaire including both Stanford’s Shyness and Willingness to Communicate tests (WTC). The students were studied in two groups one as the experimental group, the other as the control group without pretest and by using a posttest only design. The experimental group received our Student-Centered model. Subsequently the collected data was analyzed by t-test. The results indicate that teaching communication skills to students could help them improve their classroom efficiency.
 

 

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The codling moth (CM), Cydia pomonella (L.), is among the economically important pests of pome fruits. This moth causes tremendous crop losses worldwide annually. In the current study, 210 larvae from apple, pear, quince, and walnut orchards were collected from seven locations in Zanjan province, Iran. Four CM-specific microsatellite DNA loci, including Cyd10, Cyd11, Cyd12, and Cyd13, were analyzed by polymerase chain reaction (PCR). According to the results, the CM population sampled from quince showed the highest number of alleles per locus with the mean observed and effective allele numbers 1.75 and 1.51, respectively. The latter shows the number of alleles with equal frequencies that contributed the most to the observed heterozygosity. Also, the mean observed and expected heterozygosity for this population was 0.508 and 0.258, respectively. The increased observed heterozygosity confirms that the selection acts in favor of heterozygote genotypes. Large genetic distances were detected between the CMpopulation from quince and the populations sampled from the other host plants, the largest between quince and walnut populations. Further, among-population diversity contributed the most to the insect’s genetic diversity, which was 89%. Moreover, some of the populations had a deviation from the Hardy-Weinberg equilibrium (p < 0.001). While Cyd13 locus was more polymorphic than the other tested loci, Cyd11 locus was monomorphic. These findings reveal genetic variation in C. pomonella, collected from various fruit trees, indicating differences in some phenotypes noteworthy in integrated pest management.
 

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In stevia (Stevia rebaudiana), breeding programs are mainly aimed at developing plants with high Rebaudioside-A (RA) content. To this end, in order to screen stevia plants and selection of varieties with the highest amount of desired sweeteners (RA) using molecular markers, the present study was conducted on RNA-seq data of varieties having different amounts of RA. We took advantage of CLC to make de novo transcriptome assembly for each variety with k-mer and contig length values of 20 and 200bp, respectively. The assembly was annotated using the latest Arabidopsis proteome release. To identify signatures of candidate polymorphic SSRs among the stevia varieties, the assembled sequences were used as an input for CandiSSR, followed by designing primer pairs for identified polymorphic SSRs. We identified 368 potential polymorphic SSRs based on the stevia transcriptome analysis, among which 360 were qualified for primer design. Almost 89% of the contig sequences possessing polymorphic SSRs had the best blast hit against Arabidopsis proteome. We found contigs similar to the UDP-Glycosyltransferase protein family and Deoxyxylulose-5-phosphate synthase which are involved in biosynthesis pathway of steviol glycosides. Also, gene set enrichment analysis using PlantGSE through Hypergeometric test (FDR<0.05) identified enriched metabolic pathways in the sequences contained polymorphic SSRs; It is therefore most likely that such connections exist between the SSRs and biosynthesis of steviol glycosides. Hence, it could conceivably be hypothesized that the SSR markers developed in this study would be reliable in molecular breeding of stevia toward selection of varieties with high RA content.

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The applicability of RAPDs, AFLPs, and SSRs to examine genetic relationships in 36 populations of Triticum boeoticum from West of Iran was investigated. A total of 224 (135 polymorphic), 979 (429 polymorphic) and 246 (145 polymorphic) bands/alleles were detected using 14 RAPD primers, 17 AFLP primer combinations and 17 well distributed, mapped SSR markers, respectively. The polymorphic information content (PIC) value was high for SSRs (0.81) but low for RAPDs (0.45) and AFLPs (0.56) reflecting the hypervariability of the first system. AFLPs carried the highest Marker Index (MI) value (14.19), reflecting the high multiplexity ratio of this system. The correlation coefficients of similarity were statistically significant for all the three marker systems employed. UPGMA cluster plots separated the 36 populations into three major groups based on their RAPD fragment similarities, and into two major groups based on their AFLP, SSR and RAPD+AFLP+SSR genotypic similarities. These different marker systems should provide different levels of information, important in the management of germplasm resources. A good level of genetic diversity observed in the populations of Kermanshah and Lorestan Provinces shows that T. boeoticum invades a wide range of agroecosystems in the West of Iran.

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Students’ understanding of literature is often neglected, while curriculums are usually determined by educationists whose expectations might not suit the students’ ability. To achieve a positive learning outcome in the literature classroom, the students’ perceptions and interests must be accorded much consideration. Therefore, this study aims to determine students’ perceptions of the importance of the English literature component in selected secondary schools in Terengganu, Malaysia. The study employed a descriptive survey method in which a structured questionnaire was used as a data-gathering instrument. The data were gathered from a sample of 403 students across four different public secondary schools in Terengganu: SMK Kompleks Seberang Takir, SM Sains Sultan Mahmud, SMKA Dato Haji Abbas, and SMK Kompleks Gong Badak. The study found that the students have positive perceptions of the English literature component to a large extent. The students also believe that English literature enables them to develop their cultural awareness, critical thinking skills, as well as improve their English grammar and vocabulary. The moral-philosophical approach is the most preferred approach amongst the students, followed by the information-based approach and the language-based approach. It is envisaged that the findings of this study could be especially useful in the process of curriculum development, particularly in the Malaysian context. Besides, this study could raise teachers’ awareness of their students’ level of understanding of the English literature component

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Aims: Active methodologies promote critical thinking, synthesis, and inferences. Simulation techniques create a safe environment that facilitates multidisciplinary clinical decision-making. Problem-based learning develops autonomous learning and teamwork, while the inverted classroom model promotes communication, leadership, patient-centered care, and conflict resolution. Service learning initiatives motivate new knowledge and skills and develop values such as solidarity and civic responsibility. This study aimed to explain how successful practices, understood as the application of active methodologies centered on the learner, contribute to the teaching and learning of physical therapy.
Information & Methods: In this systematic review, 80 articles were identified using a bibliographic methodology. Then, the number of documents was reduced to 49, comprising 44 articles, 3 books, and 2 theses, by searching different databases such as Scopus, Elsevier, SciELO, ERIC, ReseachGate, Dialnet, and Clinical Key.
Findings: The results correspond to active methodologies, simulation in physical therapy, problem-based learning, collaborative or team-based learning, inverted classroom, interprofessional learning, and formative practices. These diverse pedagogical strategies have been demonstrated effectively in festering autonomous, self-managed, and self-regulated learning, as well as enhancing clinical reasoning, critical thinking, communication skills, problem-solving abilities, and collaborative teamwork within the teaching-learning process of physical therapy.
Conclusion: The active teaching methodologies foster the development of communication and problem-solving skills, equipping students to tackle challenges in their professional futures.
 

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In any education context, teachers are mainly responsible for enacting the core values of classroom justice and equality. To address this notion, this qualitative study went through the exploration of the perceptions that Iranian EFL teachers had of classroom justice and its main dimensions. To this end, 31 EFL teachers, chosen through purposive sampling, filled out an open-ended questionnaire, and a sub-group of them participated in a semi-structured interview. The major findings, resulting from the content and thematic analyses of the data done both manually and through the MAXQDA software (Version 2020), revealed that first, all the participants, except one, regarded classroom justice as a crucial element of their instructional practice; second, interactional, procedural, and distributive dimensions of justice were reflected in the definitions that the teachers provided for classroom justice; and third, in line with the theoretical and empirical underpinnings of the study, the teachers conceptualized the classroom justice dimensions through their unique principles in relation to the various domains of classroom learning, teaching, assessment, and interactions. A pedagogical implication based on the findings is that by becoming aware of how they perceive justice in their instructional practice, teachers may take the initial strides toward enhancing their just treatment of students, and consequently, increase their professional effectiveness.

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Rye is one of Iran's most important crops, known as Secale, belonging to the Poaceae. In this research, genetic diversity of 39 families of rye populations from different regions of Iran, the USA, and the Soviet :union: was evaluated with the ISSR marker. The results showed that 8 ISSR initiators produced 48 bands which included 18 polymorphic bands (37.5% polymorphism). The mean of polymorphic information content (PIC) and marker index value (MI) for ISSR primers was 0.15 and 7.2 respectively. The highest PIC (3.0) was related to primer 5+6 and the highest MI (0.96) reached for primer 1+6. After observing polymerase chain reaction products on an agarose gel and scoring DNA bands, the analysis was performed with NTSYS software. The cluster analysis dendrogram of UPGMA and Jaccard's similarity coefficient divided the rye populations into 9 groups, the results were compiled with grouping by principal component analysis. The results of analysis of Molecular Variance indicated an in-species variation more than inter-species variation. The mean Nei genetic variation (h) was 350 and the mean of Shannon index (I) in rye species was 523, which indicates a relatively good variety within species. The results showed that the ISSR marker was a useful tool in determining genetic variation of inter and intra specific of rye.

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With the advent of innovative technological tools and in line with a shift from teacher-centered towards student-centered approaches in language teaching, new opportunities have been introduced to contribute to improving language learning. The related literature asserts that this new mode of teaching might have both benefits and challenges which could influence teachers and learners’ participation in the newly emerged flipped learning. Keeping this in mind, the present study was set to investigate the effect of a flipped writing classroom on writing performance and writing self-regulation of Iranian EFL learners. In so doing, two intact classes were selected as the participants (N=48) of the study and they were randomly assigned to the Control Group (N = 25) and the Experimental Group (N = 23). Over a period of one semester, the Control Group was taught using traditional writing instruction, whereas the Experimental Group was taught in a flipped learning mode. Two timed writing tasks were administered to collect the data. The results of the study demonstrated that the flipped group outperformed the non-flipped group in terms of both writing performance and writing self-regulation. This study's findings and suggestions for future flipped classrooms can serve as a template for integrating flipped instruction into the EFL curriculum.

1. Introduction
A flipped teaching methodology, a recently emerged mode of learning, might be a viable alternative to traditional EFL classrooms where active engagement of the learners may not be guaranteed. The fundamentally beneficial function of this mode of instruction is time management and more effective use of classroom time (Fathi & Rahimi, 2020). Within this learning environment, learners have access to the learning materials prior to the actual classroom and they are required to learn the materials before attending the class, consequently, formal class time is more devoted to doing assignments and learning tasks in a collaborative manner. Therefore, learners in the class are more actively engaged in learning process (Tian & Zhou, 2020). In other words, flipping the classroom is operationalized by providing the learners with instructional materials such as recordings of lectures, videos, and key readings prior to formal class time, then devoting formal class time to engaging the learners in more active and interactive activities based on the instructional materials (Buitrago & Díaz, 2018).
In order to investigate these hypotheses and to shed more light on the role of flipped instruction in influencing affective variables in language learning, the present study investigated the impact of flipping the classroom for an EFL writing course on Iranian students’ writing performance and self-regulation. Therefore, to accomplish the objectives of the present study, three research questions were formulated:
 
Research Question 1: Does flipped writing instruction significantly enhance Iranian EFL learners’ L2 writing performance?  
Research Question 2: Does flipped writing instruction significantly enhance Iranian EFL learners’ L2 writing self-regulation?
 
2. Literature
Buitrago and Díaz (2018) stated that in the late 1990s, some economy teachers used several multimedia files to their instruction and called this new way of content delivery as inverted classroom. Later, Baker (2000) employed this new mode of teaching and renamed it as flipped classroom. Many researchers have investigated FC from different perspectives since the 1990s.
Within the related literature, few empirical studies have investigated flipped learning in L2 contexts (e.g., Adnan, 2017; Hsieh et al., 2017; Hung, 2015; Lee & Wallace, 2017). In a study conducted at a South Korean university, Lee and Wallace (2017) compared the two groups of EFL learners taught either by a communicative language teaching approach or in a flipped learning manner. Data was gathered from the students’ performance in three main tasks, their responses to three surveys, and the teacher’s notes on the students’ engagement in the process of their English learning.  The findings revealed that the students in the flipped classroom outperformed the non-flipped classroom in their final examination. Additionally, survey results indicated that the majority of students in the study appeared to have enjoyed learning English in a flipped learning environment. Furthermore, the teacher found the students in the flipped classroom to be more engaged in the learning process. In an another study, to examine the effects of the flipped classroom model for EFL learners, Hsieh et al. (2017) employed flipped learning and Wen’s Output-driven/Input-enabled model to design a holistic oral training course for the learning of English idioms. The participants were required to learn English idioms via flipped learning, using the LINE smartphone app, and by conventional instruction. The results of the study revealed that the theory-based flipped instruction not only improved the participants’ motivation, making them more active in using idioms in class, but also significantly enhanced their idiomatic knowledge.
 
3. Methodology
Participants of the present study were a sample of English majors studying at an Islamic Azad University in Tehran, Iran. The sample included both male and female students. They were two intact classes required to pass the ‘advanced writing course’ taught by the same instructor. The two classes were randomly assigned to an experimental group as the flipped classroom and a control group as the non-flipped classroom. The instructor had previous experience of conducting flipped instruction for EFL learners. Prior to starting the current course, some of the students had already experienced blended learning, but nobody had ever studied in flipped classrooms. However, some general explanations regarding FC and its instructional design were given to the participants before the conduction of the flipped intervention.
4. Results
The results of the study demonstrated that the flipped group outperformed the non-flipped group in terms of writing performance. More particularly, the findings of this study verified the findings of a number of previous studies which reported the beneficial effects of flipped instruction on EFL writing performance. Moreover, it was found that the flipped course improved the writing self-regulation of the experimental group students. It can be argued that more engagement, sense of agency and responsibility in conjunction with further self-evaluation because of quick teacher- and peer-feedback were the likely causes of the improved writing self-regulation among the students.
 

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Classroom discourse refers to the language and interaction used by the teacher and the students to communicate and shape learning in the educational context. The present study focused on Iranian EFL teachers’ classroom discourse by observing their dominancy, teacher talk, question types, and interactions in their classes. To do so, through a non-experimental, descriptive research design, 20 female experienced teachers with the age range of 30-40, teaching at an upper-intermediate level in different language institutes in Isfahan, Iran were selected based on the convenience sampling. Two classes of the teachers were observed, the sessions were recorded, and their classroom discourses were transcribed and later analyzed. Moreover, to increase the validity and reliability of the research, a semi-structured interview was conducted with volunteer participants; their reflections on their communication with the learners and discourse types were collected and analyzed using descriptive statistics in terms of frequency and percentages. The findings of the study showed that the teachers made use of specific discourse to ascertain their dominance and control in their classes. The findings also revealed that the teachers used more monologic discourse patterns in their classes rather than dialogic ones. Teacher talk far exceeded student talk, Initiation-Response-Feedback pattern dominated the classroom discourse; and display questions were used more frequently than referential ones. These findings could benefit teachers to be more conscious about type of CD and its effect on student-to-student and teacher-to-student interactions. It could also serve the purpose of critical classroom discourse analysis

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Second/foreign language classroom interaction is believed to have its own idiosyncrasies and peculiarities. Many studies have focused on the importance of turn-taking systems for students to gain and hold the floor. Nevertheless, a limited number of studies has explored teachers’ turn-allocation strategies in their instructional interactions. Motivated by this gap, through the methodological framework of Conversation Analysis (CA), the present study attempted to investigate the frequently employed turn-allocation strategies that Iranian EFL teachers use in their classroom interactions with their students. To this end, a corpus of nine hours of English instruction was video-recorded and analyzed through Sacks et al.’s (1974) model of turn-allocation. The results of in-depth qualitative analysis indicated that Iranian EFL teachers used multiple resources to allocate the turn to their students. More specifically, it was found that Iranian teachers generally allocate turns to their students through directing their gaze towards them as well as nominating them by their names. Moreover, the teachers, in this study, used non-verbal strategies of head nods and pointing gestures to nominate the next speaker to take the turn. The study ends with some implications for the EFL teachers in that they can manage their turn-allocation techniques more efficiently in their instructional interactions.