حسین نویدی نیا

This study aimed at investigating and comparing the expenditure of cognitive effort in translating various text types. The text typology of Reiss (1971, 2014) including informative, expressive, and operative text types was used as the theoretical framework. A mixed-method approach involving the use of screen recording, keystroke logging, think-aloud protocols, and retrospective interviews was adopted for the investigation. To pursue the research aims, 22 senior translation students were recruited to participate in the study and perform three translation tasks: translating informative, expressive, and operative texts. By using think-aloud protocols, the participants were instructed to speak out during the execution of the tasks. The amount of time spent by each participant and the number of pauses taken by them on each translation task were measured and compared as indicators of cognitive effort. Additionally, time and pause analyses were triangulated using technical operation analysis to have a better perception and obtain more reliable results. The findings of this study showed a significant difference in the cognitive effort required to translate informative, expressive, and operative texts. The findings also revealed a higher level of cognitive effort in translating expressive text compared with informative and operative ones

The present study sought to investigate the prevalence of plagiarism in graduate theses submitted by Iranian students. To this end, a corpus comprising 43 Master's theses in Trans-lation Studies and 46 Master's theses in Teaching English as a Foreign Language (TEFL) was analyzed utilizing the iThenticate plagiarism detection software. The content of the the-ses was scrutinized to identify instances of plagiarism, defined as the verbatim reproduction or paraphrasing of passages from published sources without proper citation. The findings revealed several cases where students had paraphrased entire excerpts from books or journal articles without providing adequate citations. Furthermore, the data showed a higher inci-dence of plagiarism in Translation Studies theses relative to TEFL theses, with Chapter 2 exhibiting the most pronounced discrepancies. Although the degree of overlap between source texts and student work was substantially greater in TEFL theses, the extent of plagia-rism, as defined by the verbatim reproduction of copyrighted material, was more prevalent in Translation Studies theses. A chi-square test corroborated the presence of a statistically significant difference between the frequencies of plagiarism in the two disciplines under examination.

The outbreak of the Covid-19 pandemic has forced many educational institutions worldwide to move from in-person to online classes. Although online technologies do facilitate learning and testing, academic dishonesty in online assessments (OAs) remains an issue of concern since technological devices provide students with ample opportunities to cheat in exams. The purpose of this study was to investigate Iranian high school students' perceptions of cheating in OAs. In addition, the study tried to examine the potential differences between male and female students’ perceptions of cheating in OAs. The participants were 214 Iranian high school students. They were asked to answer a questionnaire about academic dishonesty in OAs. The results indicated that more than 80% of the participants had experienced cheating in OAs. “Looking at the teaching materials and copying answers” was mentioned as the most frequent method of cheating. The main reason for cheating was “getting a better score”, and the main reason for not cheating was “being morally and socially unacceptable”. In addition, almost 70% of the participants did not have a negative attitude to cheating in OAs. Furthermore, there was not any significant difference between male and female students' perceptions of cheating (Sig.>.05).

The present study aimed to examine the differences between Iranian EFL teachers’ burnout in online classes during the Covid-19 pandemic in public schools (PSs) and private language institutes (PLIs). It also investigated the causes of teacher burnout in the two contexts. The participants included 268 Iranian EFL teachers (108 teaching at PSs and 160 teaching at PLIs). The study employed a mixed-method design. In the quantitative phase, 268 EFL teachers were asked to answer Maslach et al.’s (1996) Burnout Inventory and in the qualitative phase, semi-structured interviews were conducted with 20 EFL teachers (10 from PSs and 10 from PLIs). The results of the first phase of the study indicated a significant difference between the two groups in the two dimensions of burnout including “Emotional Exhaustion”, and “Personal Accomplishment”. However, the difference between the “Depersonalization” aspect of burnout was not significant. The results of the second phase of the study indicated that factors such as challenges of online teaching, concerns about teaching effectiveness, lack of collegiality and principal/manager support, financial concerns and low wages, lack of job security, students’ misbehavior and lack of motivation, lack of teacher autonomy, heavy workload, as well as school/institute policies were conducive to teacher burnout.

The present study is an attempt to find out whether there is a significant relationship between EFL teachers’ Big Five personality traits and their self-concept. In addition, ittried to examine if there is any significant relationship between teachers' teaching experienceand their self-concept. 112 EFL teachers participated in this study. They were asked to complete NEO Five Factor Inventory and Teacher Self-concept Evaluation Scale. Data were analyzed using Correlation, Multiple Regressions, and ANOVA. Results indicated thatself-concept was significantly correlated with four components of the Big-Five personality traits.It was positively related with ""Neuroticism"", ""Openness to experience"" and ""Conscientiousness"", but negatively related with ""Agreeableness"". It was also revealed that there was not any statistically significant difference among the three groups (low, mid, and high experience EFL teachers) with respect to their self-concept. The overall results of the study were discussed, and the implications for policy and practice were made.

Performance evaluation is one of the important components of each organization, and educational organizations are not the exceptions. Teachers are believed by many researchers as the single most important factor influencing student academic success or failure. Therefore, they need to be at the center of attempts to improve or reform the educational system of any country. Considering the pivotal role of teachers, educational systems need to be assured that teachers perform their best to enhance student learning, and also they should try to improve by identifying the strengths and weaknesses of teachers' practice for further professional development. The present study tries to examine the effectiveness of the current teacher evaluation system in Iran from EFL teachers’ perspectives. For that matter, a survey consisting of both Likert-scaled and open-ended questions was developed based on theoretical underpinnings of purposes for teacher evaluation, experts’ views, and the purposes of foreign language education as stated by the National Curriculum. 423 English language teachers were asked to answer the questions included in the survey. The results indicated the current teacher evaluation system did not contribute to teacher professional development nor could it assure teacher accountability. The results of the study as well as the requirements for developing an alternative model for EFL teacher evaluation are discussed