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Writing assessment literacy(WAL) for second or foreign language (L۲) teachers, which refers to teachers’ knowledge, conceptions, and practice of writing assessment in L۲ contexts, has lately received attention from scholars. Although there has been significant debate about the impact of contextual and conceptual factors on teachers’ assessment literacy, studies focusing on how such factors influence teachers’ WAL are lacking. The purpose of this qualitative study was to explore the way Iranian English writing teachers' conception of assessment, and macro, meso, and micro contextual variables impact their writing assessment practice. It also looked at how writing teachers make assessment decisions in order to negotiate and find a compromise when their assessment views and beliefs diverge from the assessment policies in their local contexts. The data was collected through semi-structured interviews with ten in-service l۲ writing teachers in Iran. The findings show that participants had positive conceptions about formative writing assessments but they stated that they mostly used summative assessment in writing classes. Macro level contextual factors turned out to mostly impacted teachers’ writing assessment practices and conceptions. The results underscored the role of school and work experience in shaping and changing writing assessment conceptions. The findings of this study contribute to our current understanding of WAL development and provision of more efficient assessment training for language teachers in teacher education programs.

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هدف این  پژوهش بررسی تاثیر تماس ترجمه‌ای انگلیسی-فارسی بر کاربرد وجه‌نمایی معرفتی در متون  فارسی تألیفی و ترجمه‌ای در قالب یک پیکره پانصد‌هزار‌کلمه‌ای در گونه علمی‌ آموزش و پرورش است. داده‌ها نشان می‌دهند که فراوانی و توزیع وجه‌نماهای معرفتی (به‌ویژه، تردید‌نماها) در یک بازه حدوداً شصت‌ساله تغییر محسوسی کرده و متون فارسی (ترجمه‌ای و تألیفی) از‌این‌منظر به متون انگلیسی همگرا شده‌اند. همچنین، با بررسی شیوه‌های ترجمه کاربرد معرفتی افعال وجه‌نمای انگلیسی (may, must و غیره) به فارسی، مشخص شد که مترجمان دوره ۱۳۸۶ تا ۱۳۹۵‌ در‌‌مقایسه با مترجمان دوره ۱۳۳۷ تا ۱۳۴۸ تعداد کمتری از این افعال را در ترجمه‌های خود حذف یا جایگزین کرده‌اند. این یافته‌ها از همگرایی قابل‌توجه متون فارسی (ترجمه‌ای و تألیفی) به اولویّت‌های ارتباطی انگلیسی و خواننده‌محور‌تر‌شدن آنها با طولانی‌شدن تماس ترجمه‌ای حکایت دارند. ویژگی‌ها و اولویّت‌های ارتباطی انگلیسی ابتدا مستقیماً بر حوزه وجه‌نمایی معرفتی در ترجمه‌های فارسی تاثیر گذارده‌اند و سپس به‌صورت غیر‌مستقیم به متون فارسی تألیفی هم تا‌حدی نفوذ کرده‌اند. ضعیف‌شدن پالایش فرهنگی در ترجمه‌ها یکی از عوامل تسهیل‌‌کننده این همگرایی و نفوذ است. نوع ترجمه مورد‌انتظار جامعه معاصر (ترجمه‌ دقیق) هم بیش‌از‌پیش‌ راه را برای ‌همگرایی ترجمه‌های فارسی  به اولویّت‌های ارتباطی متون انگلیسی هموار کرده است.
 

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In the field of semantics of signs , a sign is characterized with flexibility, fluidity, dynamicity, variability, multiplicity , and multidimensionality, which entails  that meaning  is an interactive, transformative , and multifaceted process .  Based on this understanding ,  the semantics of sings can be helpful in gleaning a deep understanding of how meaning is produced  and received and how it functions within the systems of discourse , since within the framework  of these linguistic systems that the process of meaning - making occurs , and the functions of meanings are decided , too. according to the presence of the sing - meaning in such discourses , practice , and conciliation , which constitute the basis  upon which several discourses are formed .
from this perspective , a mythological system can be seen as a sign - meaning system that provides for a cosmological frame work intended to explain various natural phenomena , which is precisely related to the function of perception . Hence , mythological systems relate to the endeavors for the production and interpretation of the meaning of the world as constructed by

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The present case study had as its aim to uncover the diagnostic and instructional potential of dynamic assessment (DA) in the context of L۲ writing during asynchronous computer-mediated communication (ACMC). More precisely, the study investigated the role of ACMC-based DA through e-mail in diagnosing and promoting low-proficiency L۲ learners’ writing abilities in an Iranian EFL context. To this end, a case study design was adopted and three low-proficiency students of English as a Foreign Language (EFL) were selected to participate for a time span of ten weeks. The error analysis of learners’ performances in the pretest and posttest sessions led to the detection of a number of writing problems including the content, structural organization, grammatical accuracy, lexical appropriateness, and mechanics. A posterior examination of computer-mediated offline interactions led to the detection of a number of mediational strategies namely ask to revise, identify a problem area, specify the problem area, clarify the error kind, offer a choice and provide an explicit explanation as well as reciprocity patterns including unresponsive, growing autonomy and full autonomy which together helped diagnose the students' writing problems and trace their developmental trajectories. On implication side, it is argued that the ACMC-based DA serves as a strong diagnostic tool that makes a genuine understanding of L۲ learners' writing abilities.
 

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Transfer of learning from English course to other contexts is one of the most fundamental objectives of EAP instruction. Providing opportunities to transfer the acquired knowledge from the ESAP writing course to writing tasks of specialized disciplines as well as analyzing students’ perceptions of transfer catalysts and barriers might suggest a foundation for future educational planning. This study examines how engineering graduates learning ESAP assessed the four constructs of learning transfer inventory that might facilitate or inhibit the transfer of learning in discipline-specific academic writing programs. ۶۰ engineering graduate students participated in this study. During the ESAP course, collaboratively designed discipline-specific writing tasks were presented and practiced through multimodal input. The catalysts and the barriers to the learning transfer act were identified by administering the Learning Transfer System Inventory (LTSI). Results indicated that the students could obtain significant levels of academic writing skills and finally transfer their acquired instruction to authentic discipline practices. Furthermore, data analysis demonstrated that transfer of writing outcomes will be increased if more consideration of work-related factors is considered in higher education. All participants reported personal capacity as the main impediment induced by the work-related construct. Students’ positive attitudes toward three ability factors and all motivational factors suggested that an auspicious foundation for future educational planning exists if disciplinary and institutional considerations are embraced.

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Among the L۲ skills, writing is considered one of the most emotion-wrought aspects of language learning due to the high level of students’ engagement and investment in the composing process. Nevertheless, many L۲ teachers have neglected the psychological aspects of writing which can be traced to the profession’s history of emphasizing cognition over emotion. Positive Psychology principles highlight the fact that the students’ success in accomplishing educational tasks such as writing depends not only on their knowledge, effort and perseverance but also their psycho-emotional status. Accordingly, the present study, adopting a correlational design, investigated the associations between ۴۰ Iranian EFL learners' writing performance and their perceptions of a set of positive psychology constructs. The required data were collected based on the students' performance on two essay writing tasks and their responses to the items of L۲-specific academic buoyancy, L۲ writing mindset and willingness to write questionnaires. The correlation coefficients indicated no statistically significant relationship between the students' writing performance and the positive psychology constructs investigated; nevertheless, there was a significant positive relationship between academic buoyancy and willingness to write variables. In addition, the multiple regression analysis showed that among the subscales of the positive psychology measures, the positive acceptance of academic life and regularity adaptation could best predict the writing performance of the students. The MANOVA results also indicated no statistically significant differences among more-skilled, moderately-skilled and less-skilled student writers in terms of academic buoyancy, mindset and willingness to write.

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Over the past decades, empirical studies regarding the application of data-driven learning (DDL) and its’ role in second and foreign language learning have increased. At the same time, several studies have investigated the association between working memory (WM) and different aspects of L۲ and found that WM plays a significant role in the language performance of L۲ learners, as SLA processes rely on cognitive resources. Nevertheless, the findings of such research are inconclusive. The role of WM in the relationship between DDL and second/foreign language learning is also a neglected area. Drawing on data from ۸۴ Iranian female EFL learners, aged between ۲۰ to ۲۴, on three different measures of WM capacity (digit span, number-letter, and flanker), the findings of the present study showed that first, DDL was a significant predictor of English academic lecture comprehension. Second, regardless of which WM measure to use, WM was not a significant predictor of English academic lecture comprehension; and the interaction effect between DDL and WM was not a significant predictor of the students’ English academic lecture comprehension. That is, WM did not moderate the effect of DDL on the students’ comprehension of English academic lectures. Altogether, the results suggested that learning L۲ at high levels of English academic lecture comprehension was mostly contingent upon automatic processing. The findings of this study may have implications for research and practice in second/foreign language teaching and learning, and more specifically in the application of DDL for L۲ learners. 

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In this study, Virtual Reality (VR) was employed in an English course intended to promote oral presentation skills in Iranian academia, and the possible impact of the course on learners’ self-efficacy regarding presenting, Foreign Language Anxiety (FLA), and speaking skills was investigated. Eight participants attended a ۶-session course, and practiced academic oral presentation in a virtually simulated environment. Prior to the course, semi-structured interviews were administered; in addition, participants’ weekly reflection notes and self-assessments were gathered throughout the course. Moreover, post-course semi-structured interviews and written follow-up interviews were conducted afterward. The findings revealed that the learners reported higher levels of self-efficacy regarding presenting after the course, due to a perceived improvement in their presenting style, as well as their presentation content and slides. Additionally, the course had contributed to lowering the learners’ FLA due to presence in the Immersive Learning Environment (ILE), ample practice opportunities, and collaborative avatar interactions. Moreover, the learners mentioned that the course had helped them to improve their speaking skills due to academic vocabulary expansion, pronunciation enhancement, fluency upgrade, and grammatical adjustment. The findings can provide insights for language educators with regard to the use of virtual reality for simultaneously fostering language and academic skills, as well as facilitating internationalization in higher education.

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نانوورق­های آلومینیومی از جمله اجرایی هستند که کاربردهای مختلفی در زمینه­های متنوع همچون تقویت مواد پایه سیمانی و بهبود عملکرد و کارایی بتن و ارتقا خواص مکانیکی و حجمی خاک رس دارند. در این مطالعه به بررسی پاسخ­های مکانیکی نانوورق­های آلومینیومی تحت آزمون کشش و فشار تک­محوری با استفاده از روش دینامیک مولکولی پرداخته می­شود. مدل اتمی در نظر گرفته شده برای نانوورق براساس مدل سه­بعدی هسته آلومینیومی و پوسته اکسید آلومینیوم است که می­تواند توصیف مناسبی از اکسیداسیون سطحی در نمونه داشته باشد. اندرکنش بین اتمی نیز براساس پتانسیل EAM+CTI محاسبه می­شود تا مدل­سازی دارای دقت خوبی بوده و تاثیرات اندرکنش الکترواستاتیک بین ذرات نیز در نظر گرفته شود. پس از ایجاد پیکربندی اولیه نانوورق، فرایند کمینه­سازی انرژی صورت پذیرفته و نمونه تحت شرایط محیطی پایدار می­گردد. سپس آزمون تک­محوری کششی و فشاری منطبق با شرایط آزمایشگاهی بر نمونه اعمال شده و نمودارهای تنش-کرنش نمونه تعیین می­گردد. به منظور حذف اثرات دینامیکی ناشی از سرعت بالای بارگذاری، اعمال تغییرشکل بر نانوورق به صورت گام­به­گام صورت می­پذیرد. در این روش برای هر گام از بارگذاری، ابتدا تغییرشکل کمی به آرامی به نمونه اعمال شده، سپس نمونه تحت شرایط تغییرشکل یافته پایدار گردیده و در انتها مقادیر تنش و کرنش در نمونه ارزیابی می­شود. شبیه­سازی صورت گرفته با مقایسه با داده­های آزمایشگاهی صحت­سنجی می­شود. پس از تایید صحت مدل­سازی، نانوورق­ها با ضخامت­های مختلف و درصدهای مختلفی از لایه اکسید تحت آزمون تک­محوری ارزیابی شده و نمودار تنش-کرنش آن­ها بررسی می­گردد. نتایج حاکی از تاثیر زیاد ضخامت لایه اکسید بر رفتار مکانیکی نانوورق است، به طوری‌که با افزایش درصد لایه اکسید از ۱۵ تا ۶۰ درصد نمونه سخت‌‌تر شده و مدول یانگ آن از حدود ۷۵ به ۱۰۰ گیگاپاسکال افزایش ‌می‌یابد. همچنین تاثیر نواقص نقطه­ایی نیز بر شیب نمودار تنش-کرنش بیانگر کاهش سختی با افزایش میزان حفرات بسیار زیر در نمونه­ها است.Top of Form
 

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پل‌های دارای انحنا در پلان به دلیل هندسه نامنظم و توزیع جرم و سختی غیریکنواخت در طی زلزله‌های گذشته آسیب‌های شدیدی را متحمل شده‌اند بنابراین تعیین عملکرد لرزه‌ای این‌گونه سازه‌ها به دلیل رفتار دینامیکی پیچیده بسیار مهم است. تحلیل و رسم منحنی ظرفیت این سازه‌ها نیازمند صرف هزینه و وقت زیادی بوده، از این رو، تلاش‌های بسیاری در جهت ساده‌سازی مدل‌های سازه‌ای این پل‌ها و کاهش حجم محاسبات صورت پذیرفته است. در این مقاله، با ارائه روشی ساده، این سازه‌ها به سیستم یک درجه آزادی معادل تبدیل شده، به صورتی که منحنی ظرفیت سازه معادل، با کمترین خطا به منحنی ظرفیت سازه اصلی نزدیک باشد. در این تحقیق، در نرم‌افزار OpenSees ماتریس سختی وجرم سازه پل دارای انحنا محاسبه شده و با استفاده از معادلات تراکم دینامیکی به ماتریس با ابعاد یک در یک تبدیل شده و مشخصات این ماتریس‌ها به یک مدل میله‌ای اختصاص داده شده است. در این مدل، جرم به دست آمده در بالای میله قرار داده شده و میله نیز توسط فنر با سختی معادل بدست آمده به زمین متصل شده است. با استفاده از تحلیل استاتیکی غیرخطی، منحنی ظرفیت بدست آمده و سپس منحنی دو خطی معادل رسم شده و مقدار نیروی برشی تسلیم به دست آمده است. منحنی ظرفیت مدل میله‌ای یک درجه آزاد با درصد خطای ۷ درصد در مقایسه با منحنی ظرفیت پل دارای انحنا در پلان بدست آمد و انطباق قابل قبولی با منحنی ظرفیت سازه اصلی داشته و می‌توان از سیستم میله‌ای به عنوان مدل جایگزین سازه پل دارای انحنا در پلان استفاده نمود. در انتها، تحلیل حساسیت نسبت به افزایش شعاع انحنا و زاویه انحنا پل انجام گردید.