رضا شاهی

Pragmatic testing depends on a variety of factors that can impact its dependability. This study intended to examine these factors using a two-phase approach. The first phase examined the impact of test methods, items, raters, and test-takers' characteristics on the variance in pragmatic test scores using generalizability theory, and the second phase explored potential rater bias using the Many-Facet Rasch model. Two test types, including a Written Discourse Completion Test (WDCT) and a Discourse Self-Assessment Test (DSAT), were administered to 110 English language students (98 female, 12 male) aged 17-24 at Vali-e-Asr University of Rafsanjan. Four raters scored the WDCT by using a standardized rubric developed by Lui (2004). The DSAT was self-assessed by test takers based on the same rubric. The findings revealed no significant difference between the WDCT and DSAT test types. However, items and the interaction between items and test takers emerged as substantial contributors to the variance of the scores. This highlights the importance of item calibration and rater training to mitigate bias in pragmatic testing. Finally, the implications were discussed.

The present study aimed to explore how the ELT curriculum is perceived, adopted, and implemented by EFL high school teachers. This study also shed some light on several effective factors in curriculum planning and practicing. Data for this study came from a survey and follow-up interviews with EFL teachers. The Findings revealed some critical systemic gaps between policy and practice: (1) a disconnect between policymaking processes and established ELT pedagogical theories; (2) insufficient incorporation of stakeholder voices, particularly teachers, during policy formulation; (3) neglect of teacher agency, professional needs, and motivational factors in curriculum design; and (4) an absence of foundational needs analysis research to inform policy decisions. The study underscores the imperative of prioritizing teacher autonomy, participatory policymaking, and evidence-based frameworks in curriculum development. To mitigate disparities between policy objectives and classroom practices, recommendations include decentralizing decision-making to empower educators, integrating teacher feedback into policy cycles, leveraging academic expertise, and fostering context-sensitive adaptations of global ELT methodologies. These insights contribute to broader regional discussions on educational equity, teacher professionalization, and sustainable language policy reforms in institutional settings.

The current paper intends to exploit the Many Facet Rasch Model to investigate and compare the impact of situations (items) and raters on test takers' performance on the Written Discourse Completion Test (WDCT) and Discourse Self-Assessment Tests (DSAT). In this study, the participants were 110 English as a Foreign Language (EFL) students at Vali-e-Asr University of Rafsanjan in Iran. The students were asked to complete the WDCT and rate themselves on that test. Four raters scored the WDCT tests. According to the FACETS results, there were significant differences in students' performance between the two methods. The stable fit statistics and differing levels of difficulty measures for each test method indicated that each test had a unique way of differentiating the test taker's pragmatic ability. Based on the results, both DSAT and WDCT are acceptable measures for pragmatic ability; however, there are some fitness problems in DSAT. This shows the unpredictable pattern of ratings in the DSAT. It is recommended to have rater training to obtain more accurate results from the DSAT. Finally, the implications were discussed.

Objective: The purpose of this study was to provide a structural equation modeling for the effect of personality traits on bulimia nervosa with the mediating role of emotional intelligence in nurses. Methods: This research was a descriptive-correlational study that employed structural equation modeling with partial least squares. The research population consisted of all nurses of medical sciences hospitals in Tabriz in 2022. The research sample was 335 people who were selected using stratified sampling. The research tools employed for this purpose were the shorter form of NEO-FFI (NEO Five-Factor Inventory; 1985), the Binge Eating Scale (BES; Gormally et al., 1982), and Schering's Emotional Intelligence Questionnaire (1996). Partial least squares structural equation modeling (PLS-SEM) and Smart PLS 3 plus SPSS 26 were used for data analysis.  Results: The results showed that in the proposed model, the five main personality traits, except the extroversion variable, have a significant direct and indirect effect on bulimia nervosa,  and another implication of this research is the significant direct effect of emotional intelligence on bulimia nervosa. Another finding was the significant direct effect of the main personality traits on emotional intelligence. Conclusion: The results suggest that interventions for bulimia nervosa should embed education on personality traits and emotional intelligence because, according to the findings, the lower the personality traits, such as neuroticism and higher emotional intelligence, the lower the probability of bulimia nervosa.

This study intends to conduct a systematic qualitative meta-analysis that focuses on research studies into English Language Teaching (ELT) policy in Iran and Singapore. To identify and compare the main features of the studies and also to provide a contemporary picture of the field in Iran and Singapore, 13 articles published between 2010 and 2021 were included in this review. The analysis revealed that Singapore has employed a top-down language policy and utilized a holistic curriculum which has led to an English knowing society. The policies are well articulated and few mismatches were reported in the policies. In addition, the policies are positively perceived by stakeholders, leading to effective implementation of the policies. However, the findings showed that the Iranian top-down policy negatively framed ELT. Moreover, the policies are not well articulated and there are some inconsistencies between the policies and some mismatches between policy and practice. In addition, the analysis revealed that Iranian stakeholders negatively perceived the policies. They believed that the policies have marginalized the role of teachers and their professional judgment. Finally, research gaps for future research studies in ELT policy were highlighted and recommendations were offered.

The aim of the present paper is to determine influence of job crafting on B2B salesperson performance through meaningful work in banking industry. This study applies role-resource avoidance approach theory to explain how job crafting affects Business to Business salesperson outcome and behavioral performance through mediating role of meaningful work. To achieve the research objectives, research data were collected from 175 B2B salesperson and their managers branches of four different Banks of Iran. Structural Equation Modeling was used by SmartPLS (2) software to analyze the impact of job crafting activities on salesperson performance through mediating role of meaningful work. Results of the present study indicated that three types of job crafting activities (i.e., role-approach crafting, resource-approach crafting and role-avoidance crafting) are positively related to salespersons’ selling and non-selling behavioral performance through meaningful work. The resource-avoidance activities are negatively related to salespersons’ selling behavioral performance through meaningful work, but they have not scientific influence on non-selling behavioral performance. Moreover, the salesperson’s both selling and non-selling behavioral performance is positively related to salesperson outcome performance. Prior quantitative studies of job crafting have focused on role orientation or resource orientation but in this study, we used role-resource avoidance approach perspective that suggested new and wide taxonomy for job crafting such work role expansion, work social expansion, work organization, adaptation, metacognition, work role reduction and withdrawal activities.