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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 ۹۰-minute sessions taught by six experienced Iranian teachers. To analyze the conversational data, Finocchiaro and Brumfit’s (۱۹۸۳) model was used to examine various types of speech acts and Walsh’s (۲۰۰۶) 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 (۴۲%), followed by skills and systems mode (۳۴%), classroom context mode (۱۶%), and managerial mode (۸%). The overall findings indicate the central role of the teacher in teacher-fronted classes in Iran as the most speech acts, i.e. about ۷۹%, 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 ۳۳۰ Iranian English language teachers in the quantitative phase and interviewing ۱۵ 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, ۱۰ 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 ۳۲۹ 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 AMOS۲۲ and SPSS۲۲ 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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جنس ﻳﻮﻧﺠﻪ (Medicago) از خانواده بقولات (Fabaceae) و ﻳﻜﻲ ﺍﺯ ﻣﻬﻤﺘﺮﻳﻦ ﻟﮕﻮﻡﻫﺎﻱ ﻋﻠﻮﻓه‌ﺍﻱ ﻣﻲﺑﺎﺷﺪ. گونه‌های یکساله موجود در این جنس بومی مناطق مدیترانه‌ای بوده که برای جلوگیری از فرسایش خاک و تولید کود سبز و علوفه استفاده می‌گردند. در این تحقیق، ارزیابی تنوع ژنتیکی و گروهبندی ۱۴ ژنوتیپ یونجه یکساله M. truncatula با استفاده از نشانگرهای مولکولی ISSR انجام شد. تعداد ۹ آغازگر ISSR از میان ۱۵ آغازگر با چندشکلی و تکثیر مناسب در واکنش زنجیره‌ای پلی‌مراز، برای انگشت‌نگاری ژنوتیپ‌های مورد مطالعه استفاده شدند. در مجموع تعداد ۷۱ نوار بوسیله آغازگرهای ISSR تکثیر شد که تعداد ۱۱ نوار در بین تمام ژنوتیپ‌ها یک شکل و ۶۰ نوار چندشکل بودند. با استفاده از ضریب تشابه جاکارد، کمترین شباهت (۲۵/۰) بین ژنوتیپ TN۸,۳ (تونس) با TN۶.۱۸ (تونس) و بیشترین شباهت (۸۲/۰) بین دو ژنوتیپ TN۸.۳ (تونس) و SA۲۸۰۶۴ (مصر) مشاهده شد. تجزیه ساختار جمعیتی با استفاده از نرم‌افزار STRUCTURE، ژنوتیپ‌ها را در ۹ زیرجمعیت قرار داد. در این مطالعه، بیشترین اختلاط در ژنوتیپ‌های TN۱.۲۱ (تونس)، A۱۰ (استرالیا)، F۸۳۰۰۵-۵ (فرانسه)، SA۲۲۳۲۲ (سوریه)، A۲۰ (استرالیا) و DZA۳۱۵-۱۶ (الجزایر) مشاهده گردید. نتایج نشان داد که یونجه یکساله M. truncatula علیرغم خودگشن بودن دارای تنوع ژنتیکی قابل ملاحظه‌ای بوده و این تنوع بطور دقیق با استفاده از نشانگرهای مولکولی ISSR قابل تشخیص است.

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کم‌رویی کلاس مکالمه از عوامل بازدارندۀ دانشجویان هنگام مشارکت در کلاس مکالمۀ زبان خارجی است که رفع آن نیازمند توجه، دقت و همت دانشجو و استاد است. تاکنون راه­حل‌های بسیاری درخصوص حل این مشکل مطرح شده است که در جای خود موفق نیز بوده­اند؛ اما تحقیق حاضر سعی دارد تا الگویی دانشجومحور  ارائه دهد که مهم­ترین وظیفه را به دانشجویان و تلاش برای پیشرفت گروهی معطوف می‌کند. بدین منظور، پرسش­نامه‌ای متشکل از آزمون کم‌رویی استنفورد و آزمون تمایل به برقراری ارتباط (WTC) در اختیار ۵۱ نفر از دانشجویان رشتۀ زبان فرانسه قرار گرفت که درس مکالمه را گذرانده بودند. این دانشجویان در غالب دو گروه کنترل و آزمایش بدون
پیش­آزمون مورد مطالعه قرار گرفتند و گروه آزمایش الگوی یادگیری دانشجومحور را تجربه کرد. داده‌های به­دست آمده از این پرسش­نامه‌ها و نمرۀ درس مکالمه به کمک ضریب تی مستقل  تحلیل شد. نتیجۀ به­دست آمده حاکی از این بود که آموزش مهارت‌های مکالمه در پیشرفت عملکرد دانشجویان در درس مکالمه مؤثر واقع شده است.

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هدف عمده برنامه‌های بهنژادی استویا (Stevia rebaudiana) ایجاد گیاهانی با میزان ریبودیوزید-آ (RA) بالا می‌باشد. در این راستا، به منظور غربالگری گیاهان استویا و انتخاب واریته‌هایی با بیشترین میزان شیرین‌کننده‌های موردنظر با استفاده از نشانگرهای مولکولی، تحقیق حاضر بر روی داده‌های RNA-seq واریته‌های دارای مقادیر مختلف RA انجام گردید. به منظور بازآرایی ترنسکریپتوم از نو برای هر واریته، از نرم افزار CLC با درنظرگرفتن طول k-mer برابر با ۲۰ و حداقل طول کانتیگ برابر با ۲۰۰ جفت باز استفاده شد. به منظور انجام تفسیر، آخرین نسخه از پروتئوم گیاه مدل ارابیدوپسیس بکار برده شد. برای شناسایی SSR‌های چندشکل کاندید در میان واریته‌های استویا، با استفاده از CandiSSR آنالیز توالی‌های بازآرایی شده و بدنیال آن طراحی جفت آغازگرهای مربوطه صورت گرفت. حدود ۳۶۸ نشانگر SSR بالقوه شناسایی گردید که در این میان ۳۶۰ نشانگر شرایط لازم برای طراحی آغازگر را دارا بودند. تقریبا ۸۹% از کانتیگ‌های واجد SSR‌های چندشکل دارای بهترین توالی مشابه در برابر پروتئوم ارابیدوپسیس بودند. در این مطالعه، کانتیگ‌های مشابه با خانواده پروتئینی UDP-Glycosyltransferase و Deoxyxylulose-۵-phosphate synthase که در مسیر بیوسنتز استویول گلیکوزیدها دخیل می‌باشند شناسایی گردید. همچنین آنالیز gene set enrichment با استفاده از PlantGSE از طریق آزمون Hypergeometric درسطح معنی‌داری (FDR < ۰,۰۵) چندین مسیر متابولیکی مرتبط با توالی‌های حاوی SSR‌های چندشکل را مورد شناسایی قرار داد. بنابراین، می‌توان این فرضیه را مطرح نمود که نشانگرهای SSR چندشکل توسعه یافته در این تحقیق با اطمینان در برنامه‌های بهنژادی مولکولی استویا به منظور انتخاب واریته‌های با میزان بالای SG به ویژه RA قابل استفاده می‌باشند.

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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 ۴۰۳ 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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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, ۳۱ 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 ۲۰۲۰), 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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چاودار یکی از گیاهان زراعی مهم ایران با نام علمی  Secaleمتعلق به خانواده گندمیان (Poaceae)‏ می­باشد. در این پژوهش تنوع ژنتیکی ۳۹ جمعیت چاودار از مناطق مختلف ایران، آمریکا و شوروی با نشانگر ISSR مورد ارزیابی قرار گرفت. نتایج بدست آمده نشان داد که ۸ آغازگر ISSR ۴۸ باند تولید کردند که شامل ۱۸ باند چندشکل (۵/۳۷ درصد چندشکلی) بود. میانگین میزان اطلاعات چندشکلی (PIC) ۱۵/۰ و شاخص نشانگر (MI) در آغازگرهای ISSR  معادل ۷/۲ عدد بود. بیشترین مقدار PIC (۳/۰) مربوط به آغازگر ۶+۵ و بیشترین MI (۹۶/۰) مربوط به آغازگر ۶+۱ بود. پس از مشاهده محصول­های واکنش زنجیره­ای پلیمراز بر روی ژل آگارز و امتیازدهی باندهای DNA، تجزیه و تحلیل با نرم­افزار NTSYS انجام شد. دندروگرام تجزیه خوشه­ای با روش UPGMA و ضریب تشابه جاکارد جمعیت­های چاودار را به ۹ گروه تقسیم کرد که نتایج گروه­بندی آن با گروه­بندی تجزیه مولفه­های اصلی مطابقت داشت. نتایج تجزیه واریانس مولکولی بیانگر تنوع درون گونه­­ای بیشتر از تنوع بین گونه­ای بود. میانگین تنوع ژنی نی (h) ۳۵۰/۰ و میانگین شاخص شانون (I) در گونه­های چاودار ۵۲۳/۰ بود که بیانگر تنوع خوب درون گونه­ها می­باشد. نتایج نشان داد که نشانگر ISSR ابزار مفیدی در تعیین تنوع ژنتیکی درون و بین گونه­ای چاودار است.

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گسترش تدریجی ابزارها و تکنولوژی‌های خلاقانه در سال‌های اخیر از یک سو و پررنگ‌تر شدن رویکردهای زبان‌‌آموز ـ بنیاد به نسبت رویکرهای معلم ـ بنیاد از سوی دیگر، زمینۀ لازم را برای خلق فرصت‌های جدید جهت بهبود کیفیت آموزش مهیا کرده است. یکی از تازه‌ترین متدهای آموزشیِ زبان‌آموز ـ محور و متکی بر فناوری‌های مدرن، متد وارونه است که توانسته در مدت‌زمان کوتاهی توجه بسیاری از محققان حوزۀ آموزش را به خود جلب کند. پژوهش حاضر درصدد است تا تأثیر برگزاری کلاس‌های آموزش مهارت‌های نگارش را در قالب متد وارونه بر عملکرد نگارشی و نیز میزان خودتنظیمی نگارشی زبان‌آموزان ایرانی ارزیابی کند. بدین منظور، تعداد ۴۸ زبان‌آموز در دو کلاس در دانشگاه آزاد اسلامی به‌منزلۀ شرکت‌کنندگان در این مطالعه انتخاب شده و به‌طور تصادفی به گروه‌های کنترل (تعداد ۲۵ نفر) و آزمایش (تعداد ۲۳ نفر) منصوب شدند. به منظور تحقق اهداف پژوهش زبان‌آموزان گروه کنترل به مدت یک ترم براساس روش‌های معمول آموزش دیدند و در مقابل در گروه آزمایش از روش یادگیری وارونه برای آموزش استفاده شد. علاوه‌براین از یک پرسش‌نامۀ خودتنظیمی نگارشی به همراه دو فعالیت زمان‌بندی‌شده مربوط به مهارت نوشتاری  برای جمع‌آوری داده‌های موردنظر بهره گرفته شد. نتایج پژوهش حاضر نشان می‌دهد که عملکرد زبان‌آموزان گروه آموزش وارونه از ‌نظر مهارت نگارشی و همچنین میزان خودتنظیمی به مراتب بهتر از زبان‌آموزان گروه کنترل بوده است. از منظری عمل‌گرایانه، یافته‌ها و پیشنهادات جستار پیش‌رو را می‌توان به‌مثابۀ الگویی برای گنجاندن روش‌های آموزشی وارونه در برنامه‌های درسی معرفی کرد. به‌طور خاص با توجه یافته‌ها، دستاورد اصلی پژوهش می‌تواند این باشد که استفاده از روش وارونه در کلاس‌های نگارش می‌تواند به بهبود مهارت نوشتاری زبان‌آموزان کمک شایانی کند.     

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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, ۲۰ female experienced teachers with the age range of ۳۰-۴۰, 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 (۱۹۷۴) 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.