علی مالمیر

Pragmatic comprehension is a central albeit under-researched dimension of pragmatic competence in which most EFL learners suffer from serious deficiencies; therefore, the current study was launched to compare the effects of the Non-Computer Mediated Instruction (NCMI) with Computer-Mediated Instruction (CMI), Multiuser Virtual Environments (MUVEs), and Mobile Augmented Reality Games (MARGs) on Iranian EFL learners’ comprehension of English speech-acts. Moreover, this study attempted to cross-compare the effects of the implicit, explicit, and balanced combination of explicit and implicit instruction and synchronous vs. asynchronous CMI impacts on learners' speech-act pragmatic comprehension. Seven equal size groups of 20 upper-intermediate EFL learners took part in this study. Three NCMI groups (implicit, explicit, and balanced explicit-implicit), two synchronous and asynchronous CMI groups (SCMI & ACMI), one MUVE group, and a MARG group were taught based on their assigned 10 two-hour sessions treatments. A validated listening pragmatic comprehension test was used as a pretest and post-test. Data analysis using one-way ANCOVA showed that the utilised MUVE (OpenSim) was more effective than other types of treatments on learners’ pragmatic comprehension development, and both CMI and NMCI were also better than the used MARGs (Batman Bat-Tech Edition and Harry Potter-Wizards Unite). Moreover, those explicit and balanced explicit-implicit interventions were significantly better than the implicit instruction. Finally, the SCMI could enhance L2 pragmatic comprehension significantly better than the ACMI. These findings pedagogically imply the use of MUVEs, SCMI, and balanced explicit-implicit interventions can strengthen L2speech-act pragmatic comprehension.

The purpose of this cross-sectional mixed methods sequential explanatory study was to find out the effects of enriching McCroskey's (1992) Willingness to Communicate (WTC) questionnaire using oral-visual role-play on EFL responses from comparing the responses of 117 pre-intermediate EFL learners to this instrument before and after the enriching act. This study relates to sociolinguistic research in order to develop more authentic data collection and assessment. The quantitative results indicated no statistically significant effect in average score of the responses, and a decrease in reliability from original to the enriched one, but individual and item internal changes. Then, it followed up with 12 purposefully selected typical respondents to explore those quantitative results in verbal protocol after each administration of original and enriched WTC questionnaire that detected source of variability due to purpose, place, visualization, age, gender, and personality of the interlocutors in the role-plays. The quantitative and qualitative findings from the two phases of the study are discussed with reference to the prior research. Finally, implications and recommendations for EFL instructors, supervisors, and language assessors are provided.

Introduction: Ethics in the work environment plays a fundamental role in the growth and development of an organization. For this reason, managers and employees should pay special attention to this issue. This is especially important in scientific and educational centers. Therefore, the purpose of this research is to investigate the level of attention paid to the various dimensions and components of professional ethics among the employees of scientific and educational centers. Material and Methods: The current research is applied and in terms of the nature of descriptive-analytical research. The statistical population included the employees of Razi University of Kermanshah, among whom 108 people were randomly selected as the research sample. The data collection tool was a questionnaire, and finally the data were analyzed using the one-sample t-test method in SPSS software. Results: After the inferential analysis, the null hypotheses were rejected and the research hypotheses were confirmed. This means that the dimensions of professional ethics were realized in Razi University and the communication dimension had the highest score and the personality dimension had the lowest score. Conclusion: Ethics in the work environment refers to the set of principles and values ​​that regulate people's behavior and working relationships and guide professional interactions. Undoubtedly, the professional ethics of employees in different dimensions of personality, social, communication and value will bring important functions such as strengthening working relationships, promoting cooperation and interaction, increasing trust and maintaining the credibility and reputation of the scientific-educational center.