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The ever-growing needs for writing ability in English in the global context has given priority to finding more effective ways to teach L2 writing. A thorough analysis of the pertinent literature indicated a dearth of empirical research in ELT regarding the effect of applying the ENGAGE model on the writing skills of L2 learners. Therefore, the current study sought to ascertain how the ENGAGE Model and Task-based Language Teaching (TBLT) method affected the complexity, accuracy, and fluency (CAF) of Iranian EFL learners' writing performance. Sixty-seven Iranian female EFL learners aged 18 to 25 at Urmia University language center were chosen for the quasi-experimental study based on their level of proficiency on the standard Oxford Quick Placement Test (OPT) in 2022. The participants were randomly divided into three groups and instructed based on the principles of the ENGAGE model (n = 22), TBLT model (n = 24), and control group (n = 21). Pretesting, intervention, and post-testing were all the processes that the study participants underwent. The null hypotheses were tested after the data were analyzed by applying multivariate ANCOVA (MANCOVA) measures. The study of the post-test data revealed that the ENGAGE model, as opposed to TBLT, had a more significant effect on the overall L2 CAF in Iranian EFL learners' ability to write essays. The results of the present study can be applied by ELT experts and curriculum designers in EFL and ESL settings. English learners and instructors can use the ENGAGE model to address linguistic and metalinguistic issues.

Sustainable construction practices rely on carefully selecting building materials and balancing environmental and economic considerations. This study examines the complex link between local climate, market dynamics, and building material selection. Market data analysis, parametric modeling, and brute-force optimization are used to provide insights into construction decision-making. Across 5540 simulations, a thorough assessment of the financial and energy performance of various materials for walls, roofs, windows, and floors is conducted. Incorporating Pareto ranking, parallel simulation, and sensitivity analysis, the comprehensive evaluation reveals the intricate tradeoffs between cost, thermal properties, and energy savings. The findings highlight the potential for optimal external wall solutions to reduce U-values by up to 30% and achieve source energy savings of up to 25% source energy savings across diverse climates. By emphasizing the importance of local context in material selection, this study highlights how energy consumption patterns and transmission losses influence financial and energy performance, thus advancing sustainable construction practices.

This study aims to investigate the wellbeing of Iranian English as Foreign Language (EFL) teachers across their career stages in terms of teaching experience. In this regard, the study categorized teachers into three groups based on their experience: novice, experienced, and highly experienced. Using a quantitative and cross-sectional survey design, this study employed a validated scale to measure psychological wellbeing, positive perception about self and life, goal setting and time management, and positive relationships among teachers. Using a convenience sampling procedure, 182 teachers participated in the study, representing varying age ranges, teaching experience, and employment status. The data was collected through an online survey within a month and underwent descriptive and inferential statistical analyses using SPSS software. The results revealed significant differences in the wellbeing of language teachers across experience groups. More specifically, novice teachers scored lower in various wellbeing dimensions than experienced and highly experienced teachers. These findings emphasize the importance of considering career stages when investigating teachers’ professional wellbeing. The findings also contribute to a deeper understanding of the relationship between teaching experience and wellbeing, with implications for supporting the EFL teachers’ wellbeing and informing educational policies and practices. The study results are discussed, and the related implications are provided for running professional development courses to enhance teachers’ wellbeing.

Research has demonstrated that many factors underlie foreign language classroom anxiety. This correlational study is an attempt to investigate the relationship between foreign language classroom anxiety (FLCA), positive orientation, and perceived teacher and student emotional support among Iranian EFL learners and examine the predictive power of positivity and perceived teacher and student emotional support on FLCA of Iranian EFL learners. To this end, 213 Iranian teenage and adult beginner EFL learners (127 teenagers and 86 adults) filled out the FLCA scale (Horwitz, Horwitz, & Cope, 1986), the positivity scale (Caprara, Alessandri, Trommsdorff, Heikamp, Yamaguchi, & Suzuki, 2012), and the teacher and student emotional support scales (Johnson & Johnson, 1983). Afterward, the researchers examined the correlations among variables, and multiple regression was run to find out the predictive power of positive orientation and perceived teacher and student emotional support on classroom anxiety. The findings revealed that there were significant relationships among all variables. Further, positivity and perceived teacher and student emotional support significantly predicted FLCA levels of Iranian teenage and adult beginner EFL learners. It is noteworthy that EFL teachers require formal training to establish rapport and positive relationships with their students, minimize their FLCA, and create a friendly, supportive, and non-threatening learning environment in their EFL classes in Iranian language schools.

The purpose of the present study is to explain the political and social values from the view of Imām Khomeyni. The method of research is descriptive-analytic and the results indicate that the Islamic revolution occurred relying on the beliefs and ideas that Imām Khomeyni extracted from the context of Islamic resources and actualized them in society. In reviving the political and social values, Imām Khomeyni had two approaches: One was introducing the political and social values, the most important of which self-belief and self-confidence, and they can be called the driving force behind the Islamic revolution in different issues. Imām Khomeyni attempted to actualize each of the above values through religious and social capacities and creating dialogue about them. Second was introducing anti-values or deviant values like alienation from oneself, identity loss, not recognizing the real enemy, lack of unity, and indifference towards the genuine aforementioned values in society. Thus, social groups without genuine values would be afflicted with disorder in their speech and act and get into a state of confusion.

Lexical bundles (LBs) are frequent groups of words that appear repeatedly in different academic texts. A plethora of research has explored their distribution and usage in general, particularly in academic texts. However, to our knowledge, the extent of research investigating LBs in the discussion sections of Medical Research Articles (MRAs) is scant. The present study examined the diversity and density of four-word LBs in the discussions of 1400 MRAs. Four-word bundles totaling 413, including general and subject-bound LBs, were extracted using the freeware "concordance software program" AntConc and categorized based on their syntactic structures and discourse functions. The findings revealed that discussions structurally rely heavily on phrasal LBs (i.e., prepositional phrases and noun phrases) in general and subject-bound LBs compared to clausal bundles, which include VP-based and Clause-based LBs. Regarding functional categories, the general referential bundles with their subcategories were found to have the most considerable proportion in the medical RA genre. Given the importance of LBs in disciplinary writing and academic discourse, the findings could be instrumental in crafting suitable pedagogical materials and activities on general and subject-specific LBs for academic writing in English for Medical Purposes.

The need to create more efficient approaches to teaching L2 writing has grown due to the increasing demands placed on English writing proficiency in a global setting. The present investigation aimed to explore the impacts of the ENGAGE Model and task-based language teaching (TBLT) method on Iranian EFL learners' overall L2 writing performance. According to their performance on the standard Oxford Quick Placement Test, 67 Iranian female EFL learners between 18 and 25 years old were chosen for this quasi-experimental study. The participants were divided into three groups at random: the ENGAGE group (N=22), the TBLT group (N=24), and the control group (N=21). The participants were given a writing pretest to verify their L2 writing homogeneity. Then, they went through 12 sessions of instruction. After the treatment, the participants received the writing posttest to measure the learners' development in L2 writing. One-way Analysis of Variance (ANOVA) revealed that the ENGAGE model more substantially impacted Iranian EFL learners' overall L2 essay writing skills than the TBLT. ELT professionals, curriculum designers, English teachers, and learners can utilize the study's findings to solve linguistic and metalinguistic problems.

English as a Foreign Language (EFL) learners may not appreciate writing and even perform poorly in writing tasks partly due to what feelings they harbor toward such tasks. This study explored the relative effects of three degrees of writing task complexity based on resource directing dimensions of complexity on EFL learners' task motivation. Participants were 64 intermediate EFL learners at a language school in Baneh, Kurdistan, Iran, and were randomly assigned to one of the three groups: low complexity group, medium complexity group, and high complexity group. After completing the tasks, they filled in a task motivation questionnaire. The results showed that perceived relevance as a dimension of task motivation was higher in medium complexity group. With respect to emotional state as another dimension of task motivation, medium complexity task motivated participants more than low and high complexity tasks, because the participants showed a positive emotional state after doing it. Based on the findings and regarding intermediate EFL learners, it is recommended that writing tasks with a medium degree of complexity should be incorporated into task-based syllabuses by EFL teachers because of learners' task motivation toward these tasks.

This longitudinal study investigated the impact of different Frequency Patterns (FP) on the syntactic production of a six-year-old EFL learner in a home context. Target syntactic constructions were presented using games and plays and were traced for their occurrence patterns in input and output. Following each instruction period, the constructions were measured through immediate and delayed oral tests for their effects on the oral production. Instructional and measurement sessions were audio-recorded and transcribed into instruction and measurement corpora. Based on their occurrence rates in input and output, target constructions were categorized into High Input/High Output (HIHO), Low Input/Low Output (LILO), High Input/Low Output (HILO), and Low Input/High Output (LIHO) frequency patterns. Friedman procedure revealed significant differences among the learner’s production scores of the constructions with varying FPs. Wilcoxon signed-rank test located significant differences between the constructions with LILO and HIHO and those with HILO and HIHO frequency patterns. The study found that HIHO frequency pattern, in comparison, was the most efficient in developing productive acquisition of syntactic constructions by an EFL young learner. That is to say, instructor's input coupled with learner's output in the form of prompted, reformulated or spontaneous language, played a key part in heightening syntactic production of English as a foreign language. The findings can cast more light on the constantly debated issue of Teacher Talk Time (TTT) and Student Talk Time (STT) and it can be concluded that there should be a balance between TTT and STT so as to yield optimal L2 production gains.

Addressing language learning motivation, Dörnyei’s second language (L2) Motivational Self-system (L2MSS) theory consists of three components: (1) Ideal L2 self which refers to all the language-related characteristics a person wishes to have in the future, (2) Ought-to L2 self which concerns the language-related attributes that one believes one ought to possess, and (3) L2 learning experience which concerns the immediate language learning environment and experience. Building on this theory, this mixed methods study investigated third language Motivational Self-system (L3MSS) of 40 Iranian EFL teachers, as successful EFL learners (25 EFL teachers with university education in TEFL and 15 EFL teachers with language learning experience in language institutes). They completed an adaptation of L2MSS questionnaire and an open-ended self-report questionnaire. Moreover, six participants were randomly selected to be interviewed. The findings indicated a positive relationship between Ideal L3 self and L3 learning experience of EFL teachers. Furthermore, no significant difference was observed between TEFL graduates and language institute graduates in their L3MSS. Self-report analyses showed that “learning environment” (as a dimension of L3 learning experience) and “positive attitude” (as a dimension of Ideal L3 self) were the most effective motivational factors in EFL teachers’ success in L3 learning, whereas “aptitude” and “the impact of people” were rated as the least effective ones. Finally, the interview results were consistent with the findings of the self-report. The findings have certain implications in better appreciation of motivational profiles of successful EFL learners.

The present study investigated the effectiveness of integrated form-focused instruction (FFI) vs. isolated FFI on certain target structures, namely passives and condition type two. Three experienced female teachers taught 60 EFL learners in two experimental groups receiving isolated and integrated FFI treatment packages and in one control group for 12 sessions. The treatment in the integrated group included the use of videos, games, free discussions, essay writing, and readings with follow-up questions. After homogenizing the participants through a proficiency test, all of them were briefed on the concept of integrated and isolated FFIs and experienced this type of instruction through some concrete tasks on one grammatical structure. Similarly, the teachers were briefed on these two types of FFIs and practiced micro-teaching of one grammatical structure. Parallel pre- and post-tests in the form of recognition and production types were administered to all three groups in order to measure the effectiveness of the two treatments. The findings manifested the learners in both treatment groups outperformed their counterparts in the control group. Moreover, there was a statistically significant difference between the two experimental groups, and integrated group learners achieved the highest scores in both production and recognition tests. This study advocates more incorporation of integrated FFI and supports the notion that it could lead to a higher rate of meaning-oriented learner-generated output along with effective internalization of grammatical structures in EFL classes.

In this article, we have tried to reconstruct some of the implications of socio-cultural approach for language education, with a view to the theory of discourse ethics. Our main concept is based on the idea that although socio-cultural approach has had many advantages for the field of language education, it has not been able to give a proper moral aspect to language education due to the lack of normative resources for explaining how to reach mutual understanding and agreements in linguistic interactions. It is emphasized that this deficit can be amended by the theory of discourse ethics. After all, the implications of this normative socio-cultural approach are explored in the areas of language-educational research, teaching and evaluation. The moral aspects of these three areas are highlighted.

Background and Objectives:CoriandrumSativumseedsare used as a traditional drug for the treatment of high-cholesterol and diabetic patients. This study aimed to determine the effect of oral administration of coriander seeds extract on the levels of blood glucose, lipid profile, and oxidative stress in experimental diabetic rats. Methods: In this experimental study, four groups of 15 male rats were divided into groups of normal control, normal treated with coriander seeds extract, diabetic, and diabetic treated with coriander seeds extract. Blood glucose higher than 300mg/dl was considered as an indicator of diabetes. Oxidative stress indicators, including superoxide dismutase, glutathione peroxidase, malondialdehyde, catalase and lipid parameters, including triglycerides, total cholesterol, HDL, and LDL, blood sugar, and weight of rats during the experiments, were measured. Data were analyzed using one-way ANOVA, repeated-measures ANOVA, and Duncanchr('39')s test. The significance level was considered p

In this article, on the basis of Habermas’ universal pragmatics, we have tried to indicate that empirical pragmatics in linguistics, suffers from ‘normativity deficit’ in the field of foreign language education. What we mean by ‘normativity deficit’, is the lack of normative resources required for judging the validity claims inherent in social interactions. Since agreement on the validity claims is fundamental for reaching mutual understanding and establishing linguistic communications, empirical-pragmatic approach, due to its ‘normativity deficit’ would not be able to give proper moral-educational thread to the field of foreign language education.

Spraying petroleum mulch has been one of the common measures of mobile sand stabilization endeavors over the last three decades. However, the consequences of mulch on the endemic vegetation species, vegetation recovery and soil attributes improvements have not been fully understood. This study seeks examining the effects of petroleum mulch on the sandy deserts of Sarakhs located in Khorasan Razavi province. The sampling was arranged as the randomized-systematically by dividing the area of operation into control and treatment plots and the sampling was performed in the key areas of each plot. Nine transects of 50 meters were placed and vegetation cover, density of two dominant species (viz. Astragalus squarosus & Convolvolus hamadae) as well as the total vegetation cover was recorded. Moreover, 220 plants were selected and examined for their dry and green matter. Four soil profiles in each plot were sampled at the depths of 0-20 and 20-80 cm and the samples were further analyzed for their organic matter content. Data analysis was performed using the independent t-test which showed no difference between the treatment and control plots for their total vegetation and species cover. Even though the density of As sq. was lower in the treatment plot of all plants especially As sq, were in good condition and enjoying considerable volumes. While the situation for plants in the control plot were harsh where most plants were drying. The current status in the treatment plot has resulted in a significant rise in the level of organic matter at the depth of 20-80 cm in the mulched areas

Planting shrub seedlings under oil mulches has frequently been used for stabilizing mobile sands in Iran for during the last three decades. Sandy desert of Samad Abad, Sarakhs, northeast Iran, has been fixed by cultivating seedling of Haloxylon aphyllum under the oil mulches. Therefore this study was designed to investigate the effects of the sand fixation project on soil and vegetation properties. Vegetation samples were taken in a randomized-systematic method from representative areas of the rehabilitated and control sites. At each site, nine transects, 50 meters length, were established. Canopy cover and density of two dominant shrub species (Astragalus squarrosus and Convolvolus hamadae) as well as the total canopy cover of their understory plants were measured, along the line transects. In each area, 220 individuals of each shrub (above mentioned) were selected and their total and living aerial foliage volumes were measured. Moreover, in each area, four soil samples were taken from 0-20 and 20-80 cm depths. The percentage of organic matter were measured in soil samples. Data analysis was done using independent T-test. According to the results of this research, application of oil mulched and Haloxylon plantation caused a significant reduction in the percentage of total canopy cover of A. squarrosus and density of A. squarrosus and C. hamadae but it increased the living aerial foliage volume of A. squarrosus and C. hamadae.

Direct oxidation of benzene to phenol in liquid phase in the medium of methanol, acetone, acetic acid and acetonitrile as a solvent over chromium catalyst supported on highly ordered nanoporous silica (Cr-LUS-1) by H2O2 were examined. The best results obtained from methanol solvent with 20% yield and selectivity of 90%. Cr-LUS-1 characterized by XRD, nitrogen adsorption-desorption isotherms and visible spectrophotometer.

Preemptive focus on form (FonF) is perhaps the most under-researched area in the field of incidental focus on form. However, between the two subsets of preemptive focus on form, teacher-initiated preemptive FonF seems to be the least favored one. To put this stance into a test, 18 sessions of an intermediate EFL class were observed, audio-recorded and analyzed for the instances of learner- and teacher-initiated focus on form episodes (FFEs), as well as the rate of uptake moves following them. To triangulate the observational data on uptake, an elicitation instrument, namely, a think-aloud incidental focus on form sheet was also devised to collect on-the-spot, written instances of learner and teacher generated FFES. The quantitative results derived both from the audio-data and the sheets demonstrated that teacher-initiated FFEs strongly came first regarding their frequency and the rate of follow-up uptake moves. An in-depth qualitative analysis of the uptake sheets also revealed that after certain teacher-initiated FFEs, some learners produced multiple uptake moves, while after some others no one or just a single learner produced uptake. The findings from uptake sheets indicate that specific teacher-initiated FFEs are highly effective in tapping the linguistic holes of all or majority of EFL learners in a given class. Based on the quantitative and qualitative results, the researchers call for a reconsideration of the role and effectiveness of teacher-generated attention to form as an important component of communicative classes.

This study examines how five experienced EFL teachers spontaneously initiated preemptive focus on form episodes (FFEs) to draw attention to form in elementary and advanced levels. In addition, the study also investigates the frequency and type of FFEs, i.e. vocabulary, grammar and pronunciation used by five teachers in ten intact communicatively-oriented EFL classes. To this end, seventy hours of meaningful interaction between five teachers and their students in five elementary and five advanced EFL classes were observed and audio-recorded. Then, the frequency of preemptive and reactive FFEs were identified, coded, and categorized. The findings revealed that the proficiency of the students did not affect the rate of teacher-initiated focus on form in the observed classes. However, it did affect the general distribution of the linguistic focus of FFEs across proficiencies. The study demonstrates the importance of taking teacher-initiated preemptive focus on form into account in EFL studies.

Background: As English has increasingly become the lingua franca in science and international journals require native- like academic writing standards from nonnative researchers, there is more pressure on nonnative scholars to write their research articles more accurately and appropriately in English.This study was conducted to determine the most-occurring language-related errors which Iranian medical authors/ researchers commit while trying to have their research published in international English journals. Also, this article seeks to provide useful guidelines to reduce such linguistic mistakes. Methods: The present study investigated the most common language-related errors in Iranian medical specialists' research articles. To this end, the first drafts of 60 published research articles in medical sciences were cross-checked against their peer-reviewed published versions in order to identify the most frequent non-target language forms which received discoursal, lexical, grammatical, and mechanical revisions by peer editors. Results: The findings revealed that the editors had surprisingly dealt with discoursal errors more than any other linguistic aspects of these research articles. This was followed by lexical replacements. In third place were grammatical improvements, where erroneous structures mostly related to tenses, usage of articles and prepositions, and agreement between verbs and nouns were treated. The least common revisions were on the mechanics of academic writing, consisting of hyphenating, spelling, case lettering, spacing, and spacing with commas. Conclusion: Although most of the Iranian medical authors/researchers enjoyed a good level of proficiency in English, their manuscripts required discoursal, lexical, grammatical, and mechanical revisions before publication in credited international journals.

Direct oxidation of benzene to phenol in liquid phase by H2O2 peroxide was examined over Ti/ LUS-1 catalyst in methanol and acetic acid as solvents. The maximum yield and selectivity of the phenol produced was obtained in the presence of acetic acid. It can be attributed to the stabilization of H2O2 as peroxy acetic acid species in the radical mechanism for this reaction. Acetic acid interacts with hydrogen peroxide over Ti/LUS-1 and produces acetoxy radicals.

Nowadays, in line with trends in language teaching that follow the use of student-centered teaching/testing activities, there is growing consensus that students differ in their multiple intelligences. Furthermore, self-efficacy is one of the determining factors of success for people almost in any context. Assuming that the multiple intelligences profiles in tandem with self-efficacy of teachers may jointly work in shaping the efficiency and effectiveness of their teaching careers, this study investigated the relationship between Iranian EFL student-teachers’ multiple intelligences and their self-efficacy. Thirty five male and female EFL student-teachers from private language schools in Urmia completed Multiple Intelligences (McKenzie 1999) and the Teachers’ Senses of Efficacy Scale (Tschannen-Moran and Woolfolk-Hoy, 2001) questionnaires. A positive large correlation was found between total multiple intelligence and total self-efficacy of the student-teachers. The amount of R square in regression analysis indicated that teachers’ self-efficacy is accounted for by their multiple intelligences, and intrapersonal intelligence played a pivotal role in predicting self-efficacy of these teachers. The most frequently used and favored abilities were found to be intrapersonal and existential intelligences. Concerning self-efficacy sub-scales, teachers most reported to be self-efficacious in instructional strategies and student engagement. This study suggests that language teachers can benefit from multiple intelligences training programs and can apply the principles in their own classes in order to enhance the quality of the materials they deliver.