درخت حوزه‌های تخصصی

The present study aimed to investigate the impact of language assessment literacy enhancement (LALE) on Iranian high school EFL students’ assessment as learning of writing skill. It also aimed to examine if LALE affects Iranian EFL students’ attitudes toward assessment as learning. To this end, 80 intermediate-level high-school EFL learners were selected and randomly categorized into the experimental and control groups. Both groups wrote an essay in the pre-test phase. Then, The ESL Composition Scale was used to teach the students what makes good writing and what criteria and standards they are supposed to learn to be able to write and rate the essays of their own and their peers. The control group received no instructional information on assessment rubrics. The experimental and control groups wrote another essay on a specific topic in the post-test phase. In the qualitative phase of the study, ten high school EFL students from the experimental group were interviewed regarding their attitudes toward the practice of assessment as learning of the writing skill in their English classes. The findings indicated that LALE significantly affected Iranian high school EFL students’ assessment as learning of writing skill. Moreover, students believed peer and self-assessment techniques are rarely implemented in Iranian high school EFL classes. They were also uncertain and felt uncomfortable judging, evaluating, criticizing, and rating their peers. Besides, they felt that they were not knowledgeable and capable enough to play the role of an assessor.

The objective of this research is to contribute to the advancement of knowledge in the field of automated accounting and auditing, with a particular focus on the use of blockchain technology. Furthermore, the research will seek to establish a theoretical, conceptual and ethical framework for the aforementioned processes. This research employs a teleological approach, which is defined as a method of inquiry that seeks to identify the purpose or end result of a phenomenon. To this end, a systems approach in the modern approach of Future Technology Analysis (FTA) was used to examine the fundamental concepts underlying blockchain and its applications in accounting and auditing. The fundamental concepts underlying automated accounting and auditing on the blockchain platform were organized and explained within a scientific framework that includes theoretical, conceptual, and ethical considerations. Based on the aforementioned findings, a conceptual, theoretical, and ethical framework was developed and elucidated based on content analysis derived from an understanding of the essential elements of the topic, its underlying rationale, and its operational mechanics. This was accomplished through the use of coding in Atlas.ti v9 and ConceptDraw software. Blockchain capabilities provide a platform for automated accounting and auditing in a scientifically, practically, and logically rigorous manner. The evolution of this research was meticulously designed and presented as a conceptual, theoretical, and ethical framework. The features, alterations, and potentialities of automated accounting and auditing on the blockchain technology platform collectively reinforce the necessity for further investigation, as they demonstrate the significant advantages that this technology offers in comparison to traditional methods. This research takes a novel, forward-looking approach and envisions the use of automated accounting and auditing on the blockchain technology platform. It presents, for the first time, comprehensive scientific frameworks and a systematic model for integrating the understanding of concepts, foundations, processes, and norms.

Technological progress has transformed the payment industry. Although alternative payment instruments such as bank cards share some characteristics with banknotes, they are not direct competitors to cash. First, cash possesses unique attributes—its functionality without electrical power and its inherent anonymity. Second, statistical data indicate that the ratio of cash to M1 has stabilized at approximately 10% in recent years, primarily due to its substitution with demand deposits. In this paper, we model the demand for banknotes by incorporating technology-related characteristics alongside conventional theories of money demand. Our approach has important implications for central bank, particularly in liquidity management, currency issuance, effective management of physical currency, and continued investment in digital payment infrastructures. We adopt a macroeconomic perspective that considers banknote demand from both transactional and asset viewpoints. To this end, we estimate an autoregressive distributed lag (ARDL) model, which allows us to analyze both short-term and long-term coefficients within a framework of model uncertainty. A key focus of our study is the estimation of a payment system development index using logistic growth and Gompertz models, through which we assess its impact on cash demand. Our empirical evidence supports the notion of S-shaped growth in the adoption of payment technologies. The findings demonstrate that advancements in the payment sector have led to a significant decline in cash demand. Moreover, while increased real economic activity exerts a positive and significant influence on cash demand, a higher opportunity cost of holding cash has a pronounced negative impact.

Désert de Jean-Marie Gustave Le Clézio, représente d’abord l’extermination des hommes bleus du Maroc par la colonie française et ensuite la situation de leur descendante dans le monde contemporain qui souffre toujours de la colonisation des pays occidentaux. La situation conduit les protagonistes des deux récits entrelacés du roman à l’errance. Dans la recherche présente, pour mieux cerner l’errance de ces peuples, eu égard l’univers social du roman, nous nous proposons de recourir à l’approche sociocritique de Pierre V. Zima. Appuyant sur le rôle intermédiaire de la langue, cette méthode nous aide à repérer dans le texte littéraire, les traces de la situation sociale et donc comprendre l’errance dans Désert au niveau textuel. Bien que certains critiques lui reprochent d’être retiré des affaires de son temps, nous pouvons constater le contraire dans son œuvre : il n’est pas indifférent à propos des problèmes sociaux de son époque. Dans son œuvre on peut remarquer l’évocation des événements importants au vingtième et vingt-unième siècles comme les deux Guerres Mondiales, la colonisation, la décolonisation et les révoltes sociaux.

Speaking proficiency is a crucial skill for Iranian EFL learners, yet it remains one of the most challenging aspects of language acquisition due to traditional, teacher-centered instruction and a lack of communicative practice. This study examines the effects of Differentiated Instruction (DI) and Gamification (G) on the Complexity, Accuracy, and Fluency (CAF) of Iranian EFL learners’ speaking skills. A quasi-experimental design was employed, involving 108 B2-level learners from Safir Language Institute, Iran. Participants were divided into three groups: one receiving DI-based instruction, another engaging in Gamification-based tasks, and a control group following conventional teaching methods. The study utilized pre- and post-tests of speaking performance, evaluated through CAF metrics, alongside qualitative interviews to explore learners’ perceptions. Statistical analyses revealed significant improvements in all three dimensions of speaking in the experimental groups, with DI showing greater gains in accuracy and complexity, while G was more effective in enhancing fluency. Qualitative findings indicated that both approaches increased learner engagement, motivation, and confidence. These results suggest that DI and Gamification are effective pedagogical strategies for improving speaking proficiency and should be integrated into EFL curricula to optimize learning outcomes.

The aim of the present study was to investigate the effect of academic maladjustment on academic procrastination with the mediating role of academic self-handicapping of students of Islamic Azad University of Khash. A descriptive research method of correlation type (structural equation model) was carried out. The statistical population of the study was all students of Islamic Azad University of Khash through simple random sampling method. To collect data, the questionnaires of academic self-handicapping by Jones and Rodlet (1982), academic maladjustment by Hamili, Ahmadi, Mousavi and Ghafourian (2015), and academic procrastination by Solomon and Rothblom (1984) were used. The content validity of the questionnaire was confirmed. The reliability of the questionnaires was estimated based on Cronbach's alpha coefficient as 0.91, 0.97 and 0.89, respectively. The data obtained from the questionnaires were analyzed at two levels of descriptive and inferential statistics including Pearson's correlation coefficient test and structural equation model through SPSS23 and LISREL8.8 software. The findings showed that academic maladjustment has a positive and significant effect on students' academic procrastination, both directly and indirectly through the mediation of academic self-disempowerment. To reduce academic procrastination, it is necessary to plan on factors that strengthen academic adjustment and academic self-disempowerment of students.