Research Article
Faten Mohammed Hussein Alaaid; Elham Naji Meidani
Abstract
The present study attempted to investigate and compare Iranian and Iraqi English as a Foreign Language (EFL) university students' emotional states experienced in writing classes. To do this, 301 Iraqi and Iranian university students were asked to fill out the Writing Emotions Scale (WES) and the Emo-Sensory ...
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The present study attempted to investigate and compare Iranian and Iraqi English as a Foreign Language (EFL) university students' emotional states experienced in writing classes. To do this, 301 Iraqi and Iranian university students were asked to fill out the Writing Emotions Scale (WES) and the Emo-Sensory Intelligence Scale (ESQ). The results revealed that students’ writing scores had a significantly positive relationship with their positive emotions and a significantly negative relationship with their negative emotions. Moreover, significant differences were found between some of the emotions experienced by Iranian and Iraqi students in terms of human and non-human writing elements, i.e., boredom, enjoyment, hope, and relief. The findings also indicated that ESQ positively predicts both Iranian and Iraqi students’ writing scores mediated by positive and negative emotions. Finally, the results were discussed and implications were provided in the context of language education.
Research Article
Elham Sobati; Zahra Mowlaei; tahereh afshar; Mehdi Omidi
Abstract
This research aims to analyze the types of writing errors of language learners when using English language articles based on the theory of mental spaces. This study focused on the types of errors produced by bilingual Kurdish-Persian female students aged 12 to 15 and female students aged 18 to 21 in ...
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This research aims to analyze the types of writing errors of language learners when using English language articles based on the theory of mental spaces. This study focused on the types of errors produced by bilingual Kurdish-Persian female students aged 12 to 15 and female students aged 18 to 21 in the fields of psychology and accounting. The research method in this study was descriptive-analytical and the data were collected using a close-ended questionnaire. The findings showed that the language learners committed errors such as not using the articles and their inappropriate use. In addition, the implementation of the flipped learning strategy among language learners has increased the communication among them and also caused interaction between teachers and language learners. Using flipped learning encouraged language learners to be more active and improve their learning by making a competitive environment among them.
Research Article
Alireza Khazaee; Zohreh Taebi Noghandari; Rajabali Askarzadeh Torghabeh
Abstract
Althusser believed governments require toolkits in order to fulfill the desires of the ruling class. He proposed that the old-school mono-system pattern which the earlier Marxist developed, due to which governments functioned solely by repression, is not lacking and does not include every state-related ...
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Althusser believed governments require toolkits in order to fulfill the desires of the ruling class. He proposed that the old-school mono-system pattern which the earlier Marxist developed, due to which governments functioned solely by repression, is not lacking and does not include every state-related issue because one cannot explain how the society goes under service completely voluntarily. Thus, he divided the governing tools into ideological and repressive and proposed that the constant functions of the ideological state apparatuses keep the society balanced, and the repressive apparatuses back up these very functions by prioritizing violence and force. This research analyzes the instances of the failure of the ideological state apparatuses in the society of A Clockwork Orange. The protagonist, Alex, is a teenager that greatly prizes his identity and individuality. Almost all the ISA-related institutions in this novel, including family, school, media, arts, culture, and religion cannot affect Alex in a meaningful way. Completely and masterly, yet subtle, A Clockwork Orange brings about every part of the ideological state apparatuses as responsible for the fate of the protagonist. The results indicate that ideological states apparatuses in A Clockwork orange are at work but lack the necessary function and that is why Alex does not shape into a citizen.
Research Article
Abolfazl Horri
Abstract
This article compares four Persian translations of Shakespearean sonnets, analyzing selected verses in light of Holmes's proposed translation strategies. The study aims to identify prevailing translation strategies. According to Holmes, the translated poetry is a "meta-poetry," and the translator, a ...
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This article compares four Persian translations of Shakespearean sonnets, analyzing selected verses in light of Holmes's proposed translation strategies. The study aims to identify prevailing translation strategies. According to Holmes, the translated poetry is a "meta-poetry," and the translator, a “meta-poet”, attempts to recreate the verbal identity within a more or less similar structure to the original poem. The methodology is qualitative-analytical and aligns with the translation studies map. The four types of meta-poem—imitative, analogical, organic, and deviant—are categorized into two approaches: "form-derivative" for the first two and "content-derivative" for the latter two. The results show that Tabibzadeh's translation follows an analogical strategy, producing translations that resemble the meta-poetry of Shakespearean sonnets in Persian. Tafazzoli's translation is form-derivative, Moghadam's translation employs a deviant strategy, and Abjadiyan's translation adopts a middle path. Overall, this study highlights the importance of translation strategies in creating effective and faithful translations of poetry.
Research Article
Zahra Mahmoudabadi
Abstract
This study explored the strategies employed by Iranian EFL teachers to correct their own induced errors in the classroom. The study aimed to investigate the factors influencing teachers' error correction decision-making and compare their approaches to correcting their own errors and learner errors. Twelve ...
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This study explored the strategies employed by Iranian EFL teachers to correct their own induced errors in the classroom. The study aimed to investigate the factors influencing teachers' error correction decision-making and compare their approaches to correcting their own errors and learner errors. Twelve experienced Iranian EFL teachers were purposefully selected to participate in the study. Data was collected through semi-structured interviews, classroom observations, and stimulated recall interviews. The data was analyzed using a thematic analysis approach. The findings revealed that the participating teachers employed various strategies to address their own induced errors, including immediate self-correction, delayed self-correction, eliciting learner correction, and acknowledging and explaining errors. These strategies were influenced by factors such as pedagogical beliefs, content knowledge, and classroom management skills. The teachers generally viewed their own induced errors as more serious and in need of immediate correction compared to learner errors.
Research Article
Mitra Zeraatpishe; Farnaz Farrokh Alaee; Farnaz Baradarn Farshchi
Abstract
The current study aims to scrutinize the theta/beta ratio (TBR) brain oscillatory activities during test of reading comprehension. The research utilized a quasi-experimental design. Thirty intermediate EFL learners (15 males, 15 females) were selected to participate in the study. They completed a reading ...
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The current study aims to scrutinize the theta/beta ratio (TBR) brain oscillatory activities during test of reading comprehension. The research utilized a quasi-experimental design. Thirty intermediate EFL learners (15 males, 15 females) were selected to participate in the study. They completed a reading comprehension test (PET) while their brain oscillations were measured using quantitative electroencephalography (QEEG). The results revealed significant differences between the values indicating TBR before and while doing reading comprehension test. Similarly, the topographic findings showed decrease in TBR power on the Fz and Pz regions of the brain under the task of reading and suggested the promising role of the reading comprehension test at the intermediate level in modifying the TBR power and raising internally directed attention. The study has implications for all scholars in the field of TEFL to apply interdisciplinary approaches and to highlight the importance of reading comprehension tests to enhance attention.
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