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Besides scientific impact, papers can also achieve a technological impact that remains less known in the scientific community. Cited papers in the patents are considered as the index to measure the technological impact. This study aimed to analyze the technological impact of Iranian publications using co-authorship and co-word map, their evolution, the journals, and the subject areas of these publications. This applied research focuses on the quantitative study and visualization with a scientometric approach. The research population was all studies (4554 records) that were published during 2011-2020 in one of the Iranian institutions and had been cited by one of the international patents. The data collection tool was the SciVal database. CiteSpace and Excel spreadsheets were used to analyze the data. Of the 4,554 papers cited by the scholarly outputs that have been cited in patents e patents, most of them were published in collaboration with the USA (9%). Islamic Azad University and Tehran University of Medical Sciences (13% each) were the most active Iranian universities. The number of Iranian papers cited in patents had a downward trend from 686 in 2011 to 57 in 2020. RSC Advances journal was the first top journal to publish these papers. Of 27 subject areas, engineering (24.1%) was the first popular subject that patents cite in their publications. The cluster analysis of keywords identified 8 clusters, including “x-ray diffraction,” “animal,” “adult,” “escherichia coli,” “tissue engineering,” “coronavirus infection,” “neural network,” and “methane.” The technological impact of Iranian research has declined in recent years. It is suggested that research policymakers should consider scholarly outputs that have been cited in patents, which, in a way, shows the flow of knowledge to the industry and encourages researchers to produce such papers.

A pioneer in the study of Islamic architecture, Henry Viollet (1880-1955) travelled from Egypt to Central Asia between 1904 and 1913. From his missions, the French architect and archaeologist brought back more than 4,500 written and photographic documents, today kept at the Bibliothèque universitaire des langues et civilisations orientales in Paris. These archives document Viollet’s excavations at Samarra and his surveys of Islamic monuments, particularly in Iraq and Iran. In 2021-2022 a scientific project funded by the GIS CollEx-Persée and co-partnered with BULAC and CeRMI has been set up to study part of the iconographic materials stored in these archives (EpiPOM project). In the frame of this project, an international conference was organized in Paris on 23 June 2022 to bring together a network of researchers in the arts of Islam into a collaborative study of this partly undisclosed archival material.

Scientometrics indicators are used to assess scientists, universities and research institutes for scientific policy-making. The aim of this research was to assess the status of top Iranian medical researchers using scientometric indicators. The study was carried out using scientometric methods. The statistical population included the top 500 Iranian researchers in the field of medicine who were ranked in the Iranian Scientometric Information Database (ISID) based on some scientometric indicators. The data were analyzed using SPSS 22 software and Pearson's correlation coefficient, stepwise regression analysis and Chi-square tests were applied for data analysis. Findings revealed that each researcher had an average h index of 24.04, g index of 40.15, and i10 index of 90.79. There was a positive significant relationship between the number of internationally-collaborated papers and the number of citations received (r = .606, p < .01). The stepwise multiple regression analysis showed that the three variables of paper number, citation counts and mean citation rate determined 72 % of the changes in the h-index. It can be concluded that researchers publishing more papers are more likely to be cited. However, their scientometric indexes are not always better than those of other scientists. [ABSTRACT FROM AUTHOR]

Despite the recent growth of attention to English for research publication purposes, little is known about how researchers view the role of peer review in their success of publication. In light of this gap, the present study investigated Iranian surgeons' attitudes towards peer review and the challenges they face in getting their papers published. To this end, 26 Iranian surgeons were interviewed, and the transcribed data were analyzed through thematic analysis. The results revealed that firstly the surgeons attested to the positive and negative contributions of peer review in terms of changing or unchanging their attitudes, respectively. Secondly, the authors faced a myriad of challenges related to editors, reviewers, and socio-political-linguistic factors in getting their papers published. Moreover, they associated these challenges with positive and negative effects in being connected to their career-stage development and motivating them to conduct and submit more papers. The study concludes with implications for research and practice in how researchers can craft more quality papers to enhance their chance of publication in high-quality journals.

Involving the global issues as listed in Sustainable Development Goals (SDGs) in education is necessarily done in the education process, especially in English as a Foreign Language (EFL) learning. Exposure to global issues is known to improve students' understanding, awareness, and ability to solve urgent issues faced by global society. This paper aims to find out the trend of research on the coverage of SDGs in students' learning process. This systematic literature analysis was done by applying Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) Method. A total of 25 studies were recognized through a systematic search by using Sustainability, SDGs, and EFL as keywords. The result shows that the trend of associating SDGs with EFL settings was done mostly in Indonesia. In the recent year 2022, it reached the highest number of studies in the particular matter with 7 total of research. It was also found that the study involving SDGs on EFL learning was mostly done in the tertiary setting, compared with K-12, junior high school, secondary, high school, and other educational institutions. It was also discovered that the specific area of study enhances EFL students' learning achievement, environmental awareness, global citizen values, as well as students' levels of self-norms, beliefs, and self-value.

We conceptually replicated Kemp (2010), who investigated the effect of keeping a listening log, a journal or learner diary, on ESL students' motivation toward autonomous learning. Her research suggested that keeping a listening log can aid ESL listeners to self-monitor their performance and reflect on their listening process independently. Besides, it was found that it would raise their metacognitive awareness of the listening process and motivate them toward autonomous listening. Her study deserves replication due to its theoretical motivation, which is the explicit teaching of a group of listening skills and strategies and the success of the listening skills module designed for study-abroad ESL students. However, almost no previous studies replicated the related research with a phenomenological perspective to examine its robustness and transferability, particularly in an EFL context. Thus, our conceptual replication used Kemp's (2010) materials and procedures to highlight the possible effects of keeping a listening log on EFL learners' motivation to become autonomous listeners in an EFL context. To serve this purpose, 30 freshmen Iranian TEFL students participated in this study. The data were collected through students' listening logs in eight sessions. Results suggested that keeping a listening log can motivate and encourage EFL learners to engage with and reflect on their listening experiences in potential learning situations, thus assisting them with becoming good listeners in real-life situations. Further discussions and pedagogical implications are provided in the paper.

My PhD study explored the experiences of a cohort of Iranian doctoral candidates in New Zealand. This paper presents my response to the unexpected challenge I faced as I collected data and formed my theoretical framework. I found that Western interpretations of non-Western international students largely ignored social-cultural specificities. I navigated this challenge by drawing from the postcolonial concepts of ambivalence, uncertainty and cultural hybridity to make sense of the way Iranian doctoral candidates' experiences in a Western university were analysed and understood. First, I conceptualised the knowledge journey of the research participants as a Hijrat -- an Islamic and Persian cultural metaphor that refers to the experience of departure from one's homeland. Second, I drew from postcolonial theory to manage the West/non-West binary. This paper offers non-Western doctoral candidates and their Western supervisors an example of how cultural congruence can be understood when completing a PhD study in the West. In a general sense, it is important to acknowledge and critically explore the impacts of past socio-political experiences and practices (e.g., colonisation) and historical knowledge traditions (e.g., Islamic) on present thinking and practices.

In this paper, six mathematics curriculum changes in Iran will be reviewed, spanning from 1900 until the present time. At first, change forces, barriers, and the main features of each curriculum reform will be represented. The first five curriculum changes are described briefly and the sixth and most recent curriculum reform will be elaborated. In this paper, we call the last reform as contemporary school mathematics curriculum change. This recent (contemporary) curriculum reform will be explained in more detail, followed by a discussion of the effect of globalization and research finding in the field of mathematics and mathematics education (in the Iranian mathematics curriculum). In total, three key ideas are distinguished as an effect of globalization which is "New Math", "International Comparative Studies", and "Computational Thinking". Finally, the paper comments on the necessity of paying more attention to information and communication technology as part of globalization; in particular, recall policy-makers to consider "Computational Thinking" as an important component of future curriculum design.

This study investigates how sensitizing graduate L2 students about source-text use might affect their citation practices. Two summary writing tasks involving two similar published articles, one irrelevant and one pertinent to source-text use, were assigned individually to 16 graduate English language teaching students from Iran. After completing the tasks, the students participated in retrospective interviews about their source-text use. Recursive thematic data analysis indicated that while they were inclined towards more direct source-text use in the first summary, they opted for more indirect and academic source-text use that involved their contribution and interpretation in the sensitizing task. The paper discusses the significance of sensitizing students to source-text use.

Recent advancement in educational systems have fostered the significance of language teachers' responsibilities to improve their qualities and competences since students' development is directly related to teachers' qualities and profession. The current study aims at finding the interrelationships between TEFL graduates vs. Non TEFL graduates EFL teachers' Teaching Experience, Sense of Creativity, Sense of Mindfulness, and their Instructional Competency. 318 EFL teachers were selected through convenience sampling from different institutes. Participants filled three questionnaires of Teaching Creativity Quotient, Five Facet Mindfulness Questionnaire, and Instructional Competency Questionnaire by using both paper-based and online methods. To analyze the data, two models for interrelationships among the variables of the study for the two groups of TEFL and Non- TEFL graduates were proposed and tested using path analysis. The findings showed that the proposed model in TEFL group perfectly fit with the data. In non-TEFL group the goodness of fit indices was not within the acceptable range. Moreover, there was a significant difference between the two groups (TEFL and Non-TEFL teachers) regarding instructional competency. This study can be beneficial for teachers, learners, and supervisors.

Drawing on duoethnography, the teacher researchers in the present study interacted with the relevant literature, engaged in dialogs, and shared artifacts to examine their knowledge, beliefs, and practices regarding fairness and justice considerations in technology-enhanced language classroom assessment. Under the domain of knowledge, they conceptualized fairness and justice and identified their components. Within beliefs, the difference between high-stakes and low-stakes assessments, the significance of students' perceptions, and the role of computer literacy in relation to fairness and justice in technology-enhanced classroom assessment were debated. To operationalize their knowledge and beliefs, the researchers inspected their assessment practices during and following COVID-19. They agreed that fairness was distinct from justice in that the former pertained to test internal characteristics and its administration procedures while the latter referred to test external consequences at a broader social level. They believed that fairness and justice were equally important in high-stakes and low-stakes assessments, and students' perceptions were valuable sources of feedback regarding fair and just classroom assessments. Moreover, the teachers argued that computer literacy cannot yet be considered an aspect of language ability. Finally, it was revealed that although their practice regarding fairness and justice was affected by the pandemic, they learned valuable lessons (e.g., combining online and paper assessment modalities and giving oral exams) in this respect for the future. The findings imply that language teachers should theoretically adopt a clear conception of fairness and justice while being practically prepared for future developments (e.g., technological advances) and unexpected circumstances (e.g., a pandemic).

A large body of research has been carried out on integrating picture dictionaries in EFL classes globally; however, a gap in the literature has been noticed on their effects at the tertiary level in the Iraq context. To address this issue, this paper, for the first time in the literature, focuses on the effects of the Oxford Picture Dictionary on 50 students' vocabulary expansion at a private university in Erbil, Iraq. Participants were determined through a simple random sampling method. A mixed methods research design was employed to collect data via a questionnaire, two vocabulary exams, and an interview. SPSS 26 and NVivo applications were used to analyze and categorize data accordingly. Quantitative data, via independent and paired samples t-test, revealed that experimental group students increased their marks significantly regarding vocabulary enhancement, while the progress was insignificant in the control group. Likewise, via content analysis, qualitative data unleashed that picture dictionary-enriched instruction sharpened learners' pronunciation, spelling, listening, reading, and speaking skills and drove them to learn more ambitiously. The outcomes indicated that picture dictionaries can be used effectively to reap their benefits in various aspects as supplementary material in main course lessons.

This paper examines the impact of employing an assistive humanoid robot in acquiring and retaining grammar among English as a Foreign Language (EFL) learners. To this end, forty-eight Iranian young male students (between 11 to 15 years old) were equally divided into three groups: RALL (Robot-Assisted Language Learning), GBLL (Game-based Language Learning), and the control group. While the teacher, the textbook, and teaching materials were identical in all groups, a set of similar games were played only in the RALL (with the participation of the NAO H21 robot) and GBLL groups. A 20-item grammar pre-test was taken at the beginning of the classes. Overall, a total of ten intervention sessions (each lasting for 60 minutes), 15 (each lasting for 90 minutes), and 15 (each lasting for 120 minutes) were respectively administered for the RALL, GBLL, and control groups. At the end of the treatments, the acquisition and retention of grammar were evaluated through immediate (at the end of class) and delayed post-tests (two weeks later), correspondingly. The results of descriptive statistics and ANOVA indicated that the RALL group outperformed the two groups in the immediate and delayed post-tests. The students in the RALL group had a very positive attitude toward robot presence in the class and scored higher on the post-test. This study suggests that RALL can be very beneficial in assisting teaching EFL classes. The results of the current innovative study can equally yield important implications for language education and social robotics fields and further contribute to providing clear evidence of the impacts of RALL on Iranian young learners' English grammar acquisition.

As a result of the advent of the COVID-19 outbreak, online assessments are being implemented in universities and schools worldwide. Nevertheless, regardless of the extensive use of online assessments, many researchers have proposed several barriers to the effective application of this form of examination in different language learning contexts. A combined qualitative and quantitative methodological approach was used to investigate 154 Iranian English language learners' opinions of the relative benefits of online examinations in terms of pedagogy, validity, reliability, affective factors, practicality, and security during the COVID-19 pandemic. To this end, an electronic questionnaire and semi-structured interviews were employed. This study identified online assessment as having significant benefits over traditional, paper-based examinations, comprising accessibility, using cutting-edge technology, providing immediate feedback, automated grading, creating a question bank, and long-term efficiency in terms of time, effort, and costs. Nevertheless, many challenges have been identified by students while successfully implementing online exams regarding validity and reliability, emotional and security issues.

Educational hub refers to centres of excellence in higher education and research whose aims are to provide high-quality education for both national and international students to enhance the competitiveness of the country. These educational hubs provide an opportunity for knowledge exchanges and innovation in local regions through education and training. In response to the COVID-19 pandemic, rapid shifts were made towards online learning in education around the world. Although the lockdown is over, remote learning will likely play an increasingly prominent role in education. The adoption of scaled remote learning during the pandemic provided evidence of the importance of online learning. They offer an insight into global society, helping prepare students for an increasingly interconnected world by facilitating links between different regions. Educational hubs can be tied to distance learning and are successful in attracting international students when offering a combination of distance learning methods and innovative programs. This paper examines the phenomenon of educational hubs in higher education for international education through online learning with digital technology. New opportunities for online and distance learning within the definition of educational hubs are analyzed, and three online and blended learning models that reflect the development of educational hubs based on COVID-19 conditions of education are offered. In addition, the successful cases and experiences of distance learning hubs in China and Iran in recent years are described.

The current article evaluates a national English language proficiency test known as the "MSRT test" which is used to determine the eligibility of candidates for admission to and completion of higher education programs in Iran. Students in all majors take this standardized, high-stake criterion-referenced test to determine if they have obtained the minimum English proficiency level and can be graduated. The present paper seeks to examine the test and its psychometrics characteristics due to the significance of such a high-stakes examination that may have social and long-lasting effects on the participants. It is claimed that the test measures participants' "knowledge of language" for communication rather than their "knowledge about language" in a constrained context. As a result, the test dimensionality and validity are up for debate. It was found that fundamental revisions in terms of test format and content are required to improve the test quality. The current study examined the areas that are yet unexplored and attempts to describe the MSRT assessment comprehensively.

English language teachers' assessment ability to assess all areas of pupils' learning is important for comprehending how learners advance across the curriculum and guiding them in their development (Livingston & Hutchinson, 2016). The educational system of Iran decided to shift from traditional teaching methodologies toward communicative approaches. This conversion would not turn into reality unless teachers could apply it in practice. However, teachers have certain needs such as expanding and broadening contextual-related knowledge, cooperating with their colleagues, and developing their assessment literacy (Coombe, Vafadar, & Mohebbi, 2020). To identify the teachers' understandings of, practices in, and challenges of assessment, 15 English language headteachers (English language teachers who are responsible for moderating the group of the teachers' activities) participated in the interviews of this study, followed by questionnaires for exploring teachers' needs. The interviews were coded and content analyzed independently by the researcher and an expert in assessment. The main themes and needs were derived from the interview analyses and are presented in eight pivots. The findings of the questionnaires manifested the priorities that teachers felt concerning assessment literacy and classroom-based assessment needs. The paper will discuss the findings concerning assisting teachers' professional development in assessment literacy. Implications are also provided.

Inclusion as a vast-growing practice commits teachers, the central pillar of the inclusive education, to maximize learning outcomes for all learners. In spite of voluminous research on inclusion and the critical role of teachers in its successful implementation, there remains a paucity of research on EFL teachers' practices for students with disabilities in inclusive classes. This qualitative study aimed to detect EFL teachers' practices in inclusive English language classes and describe how inclusion may influence teacher practices. To this end, five English language classes were observed for sixteen 90-minute sessions (7200 minutes), and30 EFL teachers (15 male and 15 female) with the experience of teaching at least one learner with physical disability over the past six months were also interviewed. This multiple-case study revealed that EFL teachers' practices are partially, but not completely, tailored to the needs of learners with disabilities in inclusive EFL classes. A conceptual framework was also developed based on 483 extracted entries, according to which teachers' inclusive practices in EFL classes were classified into support-oriented (and non-support-oriented categories. Findings also offered valuable insights into the current status of inclusive English language teaching in Iran. The pedagogical implications of the study are discussed in the paper.

The current paper examined the impact of Dynamic Assessment (DA) on the speaking skills of EFL learners applying socio-cultural theory, which was developed by Vygotsky (1934). The study also tried to compare the results from online synchronous DA sessions, which were done in the form of one-to-one online training over Google Meet, with the results from asynchronous DA sessions, in which the trainer and the trainees were interacting over Gmail. To this end, 90 EFL institutional students from Iran, who were getting ready to take the IELTS test, were selected as the participants of the program. The cases were then divided into two experimental groups and one control group, each with 30 contributors. IELTS speaking tasks, marked by IELTS speaking band descriptors, were used to assess their speaking skills. Comparing the pre-test and post-test, the findings indicated development in all four areas of fluency, vocabulary, grammar, and pronunciation. Moreover, comparing the results from the two experimental groups showed that the participants who received asynchronous DA sessions outperformed the other experimental group. It is worth mentioning that a broader level of development was observed in experimental groups than the control group, in which the members received synchronous non-Dynamic Assessment (non-DA) methods.

The contemporary era of learning-oriented assessment (LOA) demands teacher professional efforts to appropriately and accurately assess learners' attainment and use the assessment results for the enhancement of learning. In second/foreign language (L2) discipline, this has recently brought language assessment literacy (LAL) to the forefront, emphasizing what assessment competencies L2 teachers with special needs, such as English as a Foreign Language (EFL) teachers, require to possess to be assessment literate. Given this, teachers' mastery of assessment practical and technical skills, as prescribed by the exiting LAL models, could not be entirely complete nor enhanced without their conceptions of assessment knowledge base and attitudes or beliefs about language assessment system. In light of this importance, the development of a LAL framework that helps better measure EFL teachers' affective and theoretical/conceptual dimensions of assessment is required. To illuminate these dimensions, the present study took insight from Xu and Brown's (2016) LAL model into the development and validation of a LAL scale which could have relevance to Iranian EFL contexts. To provide empirical support for the utility and validity of the scale, both exploratory and confirmatory factor analyses (EFA and CFA with SPSS and AMOS) were performed on data obtained from a sample of 213 Iranian EFL teachers. The results showed satisfactory internal consistency and construct validity of the scale, suggesting that it has the potential to be used for assessing EFL teachers' LAL conceptions and levels. The paper concludes with the importance of teachers' conceptions of LAL dimensions, and finally presents implications of the findings.

Textbooks can have a fundamental and positive effect on both learning and teaching. As such, in order to understand how students structure concepts in their minds, it is necessary to analyze the structure in which those concepts presented in textbooks are described. This study examined a network of concepts used in the domain of biotechnology in the Iranian 12th grade biology textbook and investigated the alignment of science concepts used in its sub-domains. The findings of this study suggest that too many concepts, as well as unconnected ones, were used in biotechnology domain, which led to a complicated conceptual network. Therefore, this paper recommends that the number of biology concepts described in the later text books in the biotechnology domain at Iranian high schools should be reduced in order to facilitate a better formation of connections between concepts and their descriptions.

The present study intended to investigate the summary writing strategy use and writing quality of 57 Iranian EFL learners in an academic setting. As for collecting the required data, the students (1) completed an expository essay (as a measure of their writing competence), (2) summarized the literature review section of a research paper (as a measure of summary writing quality), and (3) responded to the items of a summary writing strategy questionnaire (exploring the extent of planning, discourse synthesis, source use, and evaluation strategy use). The results of this study indicated that the participants produced better texts in terms of content compared to the form (cohesion and coherence) and language use. In producing their texts, they made the most use of evaluation strategies in comparison to the other summary writing strategies. There was also a moderate relationship between writing competence, summary writing quality, and strategy use. Moreover, MANOVA results revealed significant differences among high-skilled, moderately-skilled, and low-skilled student writers in summary writing quality and strategy use. Subsequently, the main problems encountered by these students while summarizing the passages were identified by soliciting their own views and analyzing the content of the texts they produced. Finally, it was suggested that in order to improve the quality of students' summary writing, writing courses must be complemented with explicit instruction of the conventions governing this academic genre, teach the summarization strategies through adequate modeling and scaffolding and give the students opportunities to practice and use the strategies while working on real pedagogical tasks.

With the COVID-19 pandemic sweeping the globe and the transition of education to fully online teaching in Iran, high school English teachers who were accustomed to teaching offline had to face a lot of challenges during this shift. In this paper, we describe the major challenges or dilemmas the first author had to surmount during his online English teaching to a group of senior high school students in the 2020-2021 academic year, how he managed to resolve those dilemmas (e.g., in teaching reading) under the second author's expert guidance, and the opportunities afforded to him by this experience. The paper has implications for teachers who teach in similar English as a foreign language (EFL) contexts and who are confronted with similar challenges.

This study investigated the immediate and sustained effects of revision-mediated (RICF) and attention-mediated (AICF) indirect coded corrective feedback on the written syntactic accuracy development of 50 upper-intermediate Iranian EFL learners assigned to two RICF and AICF groups. They received eight-session treatments, followed by an immediate posttest and then a delayed posttest after a four-week time interval. The collected written scripts were co-rated for syntactic accuracy by the researcher and her colleague. Descriptive and inferential statistical analyses were conducted with SPSS 21. The Wilcoxon Signed Rank Test and the paired-samples t-tests revealed that each treatment separately (i.e., revision-mediated and attention-mediated CF) had a statistically significant impact on EFL learners' written syntactic accuracy both in the short and long term. Moreover, the independent samples t-tests indicated no significant difference between the effects of revision-mediated and attention-mediated CF on EFL learners' written syntactic accuracy both in the short and long term. The paper provides discussion and implications.

Background: Hitherto, no instrumental research has been designed to measure the addiction potential for children in Iran. Therefore, the questionnaires designed to investigate addiction were examined in this systematic review article. Methods: In the present systematic review, all Iranian and foreign research on addiction potential for children were examined until March 2022. Using separate keywords and their Latin synonyms according to Mesh terms, an extensive search was conducted in databases: PubMed, Magiran, Iranmedex, Medline, Google Scholar, SID, and Irandoc. In total, 173 Farsi and English papers were included in the initial list, and after evaluation according to the Meta-analysis of Observational Studies in Epidemiology (MOOSE) checklist and acceptance criteria, 43 final papers were selected for systematic review. Findings: Through searching in Persian and English databases and using related keywords, 173 papers were found in the initial search and after removing duplicates and unrelated studies, 43 papers were selected for systematic review. In this research, papers related to the addiction potential between 1998 and 2019 were considered, and among these, 22 papers particularly dealt with addiction. In the conducted studies, the awareness, attitude, talent, and factors affecting addiction were mostly measured and in some papers, addiction potential was measured. Conclusion: Designing psychometrically appropriate tools is necessary to measure the addiction potential of children in Iran. Due to the unavailability of appropriate tools and the fact that the previous versions are not up to date and are not checked regularly, for better and more complete decision-making in the health policy-making process more investigation in this field is necessary. [ABSTRACT FROM AUTHOR]

The outbreak of the COVID-19 pandemic has had a significant impact on education. The closure of schools and the cessation of face-to-face classrooms have affected schools and students worldwide. The current need is to transform the traditional classroom to adapt to the new social and educational background. The flipped classroom is usually defined as a strategy to subvert the conventional academic environment; that is, the information transmission part of the traditional face-to-face lecture is removed from the classroom time for online self-learning. The flipped classroom is a highly flexible classroom mode, which has brought significant changes to education. Therefore, this study aims to examine the studies' research trends, advantages, and challenges concerning the flipped classroom for EFL courses during the COVID-19 epidemic. For this purpose, databases including the web of Science (WOS) and Scopus were reviewed, and 15 articles were analyzed. A systematic review was used as the research methodology. The study's findings revealed the effectiveness of flipped classrooms for EFL courses during the pandemic. Based on the review, this paper puts forward suggestions for future research and points out the future development direction.

Iran has different environmental conditions due to its specific geographical location. Therefore, exploring essential oil and flavonoid components among medicinal plants in different areas may result in discoveries about valuable bioactive compounds. The present investigation aimed to study flavonoids profile and essential oils composition of four Lamiaceae species i.e., Stachys lavandulifolia, Teucrium polium, Thymus daenensis and Ziziphora clinopodioides from Oshtorankoh located on Zagros Mountains, Iran. A chemical study using two dimentional paper chromatography (2-DPC) and thin-layer chromatography (TLC) showed that the four studied species contained flavone C and C-/O glucosides and flavonoid sulphates. The present study revealed that T. polium had high levels of many flavonoids such as apigenin, genistein, isorhamnetin, kaempferol, quercetin, rutin, and vitexin compared to the other studied plants. The results of GC/MS analysis showed that S. lavandulifolia was rich in a-pinene (21.16 %) and 1,8-cineol (16.95 %), T. polium in a-pinene (12.21 %) and sabinene (9.55 %), T. daenensis in α-Terpinene (36.98 %) and p-Cymene (26.87 %), and Z. clinopodioides in piperitone (16.84 %) and 1,8-cineol (16.11 %) components. [ABSTRACT FROM AUTHOR]

Over the last two decades, all branches of science and technology have rapidly progressed, including the medical area. In Middle Eastern countries, including Iran, the increased growth of technology and science production has led to this rapid medical progress. Recent evidence has revealed that the increase in the number of scientific papers generated in Iran after the Iraqi imposed war against Iran has been eight times that in six main countries in the Middle East, including Egypt, Turkey, Jordan, Saudi Arabia, Iraq, and Syria. Although Iran's output in sciences has been still small in comparison to developed countries, it has significantly grown in the last decade, which is hoped to continue to increase and improve. The current paper shows a portion of the science production in Iran over the past two years based on papers published in the European Journal of Translational Myology in 2020 and 2021. Although the Issue 32 (1), 2022 in a special section contains several typescripts from Iran, they were not included in our analysis since they have not been yet indexed in the Scopus database. However, our report would encourage researchers of diverse nationalities to take part in research works and author joint papers. Further, this paper can be used to rate the universities and research centers regarding their science output, as well as being beneficial to university students, lecturers, and governments. [ABSTRACT FROM AUTHOR]

Background: Considering the importance of internal medicine and the lack of sufficient scientometric data on the research status of the field in Iran, the study aimed at investigating the state of scientific output in the country compared to the countries in the world. Methods: This applied research used a scientometric approach. The related MeSH-driven terms in "internal medicine" were selected as search phrases and searched in the SCImago database. SPSS and Excel software packages were used for statistical analysis. Geographical mapping was done with Google Maps for depicting country geographical distribution. Results: Out of all 4,972,258 papers published by 230 countries worldwide in the field, about 60% belonged to the USA and Western European countries. These countries were at top of citation and self-citation counts as well as the h-index indicator. The citations per paper indicator were 27.1 and about 25.1% of total citations were self-citations. A significant positive correlation was found between the number of papers, citation count, and selfcitation rate, and h-index in the field (p<0.001). Conclusion: The research status of internal medicine in developed regions and countries was quantitatively and qualitatively better than that of developing countries, including Iran. [ABSTRACT FROM AUTHOR]

The purpose of this research was standardization through a test construction by addressing the assessment of validity and reliability of Reid's English language learning styles among high school students. This research was of quantitative approach. In this paper, 357 (189 females and 168 males) high school students in Isfahan Province on 2013-2014 academic year were randomly selected using stratified sampling method. They were asked to fill Reid's English language learning styles' questionnaire. The questionnaire was assessed in terms of content validity, construct validity, face validity, and factor validity. Likewise, its reliability was confirmed by assessing its internal consistency using a split-half method. LISREL 8.5 and SPSS Software, Version 19, were used for its statistical calculations. The results indicated that Cronbach's alpha coefficients were strong for all subscales and the overall scale of psychometric measurement. Moreover, confirmatory factor analysis revealed a good fitness for the scale. Results of split-half method also indicated that coefficient of test reliability was desirable. Therefore, considering the results, it can be said that the Persian version of the language learning style questionnaire demonstrated an acceptable validity and reliability. Findings of this study can be useful for Iranian high school students to improve their learning status because their native cultural milieu and their own educational structure were under focus which consequently leads to the discovery and innovation of new teaching and learning methods to improve their knowledge in each area, and new learning styles can be discovered based on their own special condition.

This paper reports on an investigation of differential item functioning (DIF) in the Iranian Undergraduate University Entrance Special English Exam (IUUESEE) across four native language groups including the Azeri, the Persian, the Kurdish, and the Luri test takers via Rasch analysis. A total sample of 14,172 participants was selected for the study. After establishing the unidimensionality and local independence of the data, the authors employed two methods to test for the DIF: (a) a t-test uniform DIF analysis, which showed that the Luri test-takers were more favored than other native language groups, and (b) nonuniform DIF analysis, which revealed that majority of nonuniform DIF instances functioned in favor of the low-ability Azeri, the low-ability Persian, the high-ability Kurdish, and the high-ability Luri test-takers. A possible explanation for native language-ability DIF was that the Luri and low-ability test-takers were more likely to venture lucky guesses. We also referred to socioeconomic status (e.g., test-wiseness), guessing, overconfidence, thoughtless errors, stem length, time, L1, and unappealing distractors as possible sources of DIF in IUUESEE.

Peer review is one of the most efficient ways to ensure the quality of papers for possible publication in scholarly journals. However, the process of peer review is not free of bias and disorders. Many reviewers are unaware of how their attitudes towards the evaluation of scholarly papers may violate Peer Review Ethics (PRE). This paper attempts to analyze the different ethical issues influencing the job of reviewing. The research sample for this study included 7 Iranian library and information journals, 124 Iranian peer reviewers, and 34 authors. Peer reviewers and authors were asked to evaluate the most important ethical elements of peer review in Iranian LIS journals through two different questionnaires based on Rajabali Beglou et al. (2019) research. Findings showed that there was no difference among authors and reviewers in terms of gender in most PRE elements. Also, the level of experience of the authors was not significant in terms of understanding and acceptance of the PRE among reviewers and authors. However, review experiences regarding some PRE elements were significant in respondents’ viewpoints. The experiences reviewers had already gained were influential on their views about PRE. In addition, results showed that there were significant differences among reviewers and authors about the PRE elements in LIS journals. Authorship experiences had not effect on the PRE elements and the dual role of peer reviewing and authorship had no impact on their views. [ABSTRACT FROM AUTHOR]

On the fifth of February 2022, a man gruesomely murdered his seventeen-year-old wife, Mona Heydari, in a city in a southern province of Iran. The man then shocked bystanders by strolling in public spaces while carrying his wife's severed head. This paper focuses on the case of Mona's killing and investigates the state, media, and online user-created reactions to the incident. The paper aims to (i) offer an in-depth exploration of himpathy with the perpetrator and (ii) investigate the role of the law and the state in the normalization and perpetuation of violence committed by men against women in the name of 'honor.' This paper extends the usage of the concept of himpathy (by Manne, 2017) as a cluster of biases that direct sympathy towards men who commit violence against women to the institutional and legal realms. It also draws on the traditional notion of gheirat, referring to protecting one's 'honor,' and explores its role in Iranian law to show that the Iranian legal system hinges upon it, therefore legitimating misogyny and femicide. [ABSTRACT FROM AUTHOR]

Purpose: This study was conducted to evaluate a smartphone-based online electronic logbook used to assess the clinical skills of nurse anesthesia students in Iran. Methods: This randomized controlled study was conducted after tool development at Ahvaz Jundishapur University of Medical Sciences in Ahvaz, Iran from January 2022 to December 2022. The online electronic logbook involved in this study was an Android-compatible application used to evaluate the clinical skills of nurse anesthesia students. In the implementation phase, the online electronic logbook was piloted for 3 months in anesthesia training in comparison with a paper logbook. For this purpose, 49 second- and third-year anesthesia nursing students selected using the census method were assigned to intervention (online electronic logbook) and control (paper logbook) groups. The online electronic logbook and paper logbook were compared in terms of student satisfaction and learning outcomes. Results: A total of 39 students participated in the study. The mean satisfaction score of the intervention group was significantly higher than that of the control group (P=0.027). The mean score of learning outcomes was also significantly higher for the intervention than the control group (P=0.028). Conclusion: Smartphone technology can provide a platform for improving the evaluation of the clinical skills of nursing anesthesia students, leading to increased satisfaction and improved learning outcomes. [ABSTRACT FROM AUTHOR]

This review paper investigates unprecedented recent investment and capital spending in cross-provincial water management and transfer infrastructure in Iran. Although numerous cross-provincial water transfer plans have been implemented in the country, the scale, approach, and stakeholders involved in this recent national plan are unprecedented. This notable national plan includes long water transfer pipelines that pass through seven provinces, aiming at transferring desalinated water from the Persian Gulf to the interior. Regarding the scale, there have been a few cases of transferring water at the cross-provincial level, but mostly across two provinces. The approach has also changed in this plan. Long-term efforts to construct dams for electricity or farming with limited geographical impact have been shifted to desalinating water, long-distance pipe-laying, large-scale electric-powered water pumping, and long-distance underground tunnels. Stakeholders have become more diverse, from the council members of a small village to high-level decision makers at the national level. This paper elaborates on these extraordinary alterations by exemplifying a few other contemporary case studies of water transfer plans in Iran. It also examines the fundamental logic, bottlenecks, and future scenarios of this large-scale plan. [ABSTRACT FROM AUTHOR]

Simple Summary: An increase in the number of free-roaming dogs and the related consequences (e.g., dog biting) has been observed across Iranian cities. So far, no clear scientific reasons for this increase were demonstrated, and a few existing domestic studies have only investigated the behaviours and frequencies of these animals in the cities. Based on online news articles, the on-the-ground reasons, challenges and dog-controlling activities mentioned by key urban and health authorities are examined in this paper. A scientific link is established between increased urbanisation, its features and its implications for dogs and humans. History has witnessed a long-term relationship between humans and animals. Historical documents and modern findings prove that humans' needs to use animals for companions or services are commonplace in many parts of the world, leading to the domestication of certain animals. Yet, modern societies have degraded many natural habitats for wildlife, confining them to small patches of landscapes or urban areas. Whether a domesticated/free-roaming animal or a wild species, their close contact with humans can create cumbersome situations for both species. This paper explores a link between online media content and on-the-ground efforts to manage free-roaming dogs as a rare case study. As indicated by news articles, the municipal costs of managing free-roaming dogs in Iranian cities have increased, and this can potentially derail the control of such dogs in the long run. This paper lays out pivotal factors for recent increasing human–animal encounters, which have led to many challenges (e.g., rabies) across cities in Iran. We show that some urban features (e.g., topography) can influence the presence and behaviours of free-roaming animals in the cities. The findings of this paper can be related to other developing countries where the plague of rabies is rising. [ABSTRACT FROM AUTHOR]

In the wake of the death of Jina (Mahsa) Amini, a powerful image emerged: women in Iran defiantly casting aside their hijabs and rallying under the slogan of "Woman, Life, Freedom." This paper explores and reflects upon what I call, following Verónica Gago, a feminist strike in Iran that organizes disorderly and cross-sectoral withdrawals of women from structures that exploit and assault them and restores their bargaining power and agency. Through the analytical perspective of intersectionality, this paper inquires into how the political underpinnings of the gendered apparatus in the Islamic regime of Iran have propelled the imagination of a common body among the diverse array of women. Further, it scrutinizes how the #WomanLifeFreedom uprising unveils a feminist strike and what it entails. This paper aims to show how the feminist strike in Iran expands the notion of strike as a tool against the conditions of work and showcases its all-encompassing basis against living conditions and restrictions on freedom. [ABSTRACT FROM AUTHOR]

This essay is a critical reading of a preface by an Iranian translator, Mahmud Nava’i, to his translation of a Freudian text. Drawing on the idea of “wild” analysis defined by Freud in 1910 as inappropriate psychoanalysis, the paper attempts to compare Freud’s idea to the translator’s commentary on Freudian psychoanalysis. It demonstrates how an inquisitive, if not erroneous, interpretation of psychoanalysis could result in an embodiment of wild analysis in Iran. Although psychoanalysis was not embraced in Iran as a psychotherapeutic method in the 1960s, such understandings of the method could play into the hands of the detractors of Freud, both in religious and Leftist quarters, who took Freudianism as a threat to Muslim morals and Marxist outlooks, respectively. Also, translating Freud’s theories into the Persian language cannot constitute an essential element in psychotherapy because this type of therapy cannot be learned from books, per Freud’s account of the ‘wild’ psychoanalysis. [ABSTRACT FROM AUTHOR]

This paper examines the Talyshi people, an Iranian ethnic group divided by the Araxes River between Azerbaijan and Iran. The division, a result of the Russo-Persian War (1804-1813), placed the Talyshis within two distinct political and cultural paradigms. The northern Talyshis, under the successive rule of the Russian Empire, the Soviet Union and Azerbaijan, were confronted with a Turkish political and cultural orientation that contrasted with their Iranian linguistic and cultural heritage. This orientation led to significant shifts in identity, with the Talyshis becoming minorities within a Turkic-speaking, Turkish-oriented Azerbaijan. Southern Talyshis who remained in Iran experienced a more consistent cultural development within the Iranian paradigm, despite political changes. This study examines the impact of these divisions on Talyshi identity, language preservation and socio-cultural adaptation. It discusses the challenges of assimilation and cultural preservation faced by the Talyshis, their linguistic characteristics, and the revival of Talysh self-awareness and nationalism in the face of external pressures. The paper uses a comprehensive analysis of historical, linguistic and ethnographic data to provide insights into the resilience of Talysh identity amidst political and cultural change. [ABSTRACT FROM AUTHOR]

Objective: Given Iran's recent shift towards pronatalist population policies, concerns have arisen regarding the potential increase in abortion rates. This review study examines the trends of (medical), intentional (illegal), and spontaneous abortions in Iran over the past two decades, as well as the factors that have contributed to these trends. Methods: This paper reviewed research articles published between 2005 and 2022 on abortion in Iran. The study employed the PRISMA checklist for systematic reviews. Articles were searched from international (Google Scholar, PubMed, Science Direct, and Web of Science) and national databases (Magiran, Medlib, SID). Once the eligibility criteria were applied, 42 records were included from the initial 349 records. Results: Abortion is influenced by a variety of socioeconomic and cultural factors and the availability of family planning services. Factors that contribute to unintended pregnancy include attitudes toward abortion, knowledge about reproductive health, access to reproductive health services, and fertility desires, among others. In addition to health and medical factors, consanguineous marriage plays an important role in spontaneous and therapeutic abortion. A higher number of illegal abortions were reported by women from more privileged socioeconomic classes. In comparison, a higher number of medical and spontaneous abortions were reported by women from less privileged socioeconomic classes. Conclusion: Iranian policymakers are concerned about the declining fertility rate and have turned to pronatalist policies. From a demographic standpoint, this seems to be a reasonable approach. However, the new population policies, particularly, the Family Protection and Young Population Law, along with creating limitations in access to reproductive health services and prenatal screening tests as well as stricter abortion law could potentially lead to an increase in various types of abortions and their associated consequences. [ABSTRACT FROM AUTHOR]

The subfamily Alysiinae (Hymenoptera: Braconidae) is one of the most peculiar and diverse groups of endoparasitoids of Diptera. The present paper provides additional information on the subfamily Alysiinae in Iran. The specimens were collected using Malaise traps during May - September 2010. The genus Grammospila Foerster, 1863, and four species of Alysiini were discovered for the first time from Iran: Grammospila fuscula Griffiths, 1968, G. rufiventris Nees, 1812, Dacnusa maculipes Thomson, 1895 and D. plantaginis Griffiths, 1966. Including our findings, the number of species of the genera Dacnusa and Grammospila are raised to 22 and 2 species in Iran, respectively. Diagnostic characters and distribution of the newly recorded species and an updated list of Dacnusa and Grammospila are provided. [ABSTRACT FROM AUTHOR]