درخت حوزه‌های تخصصی

The primary aim of this quasi-experimental study was to delve into the contrasting effects of In-text Feedback and Rubric-based Feedback on the writing performance and self-efficacy of Iranian Intermediate English as a Foreign Language (EFL) learners. To do so, 120 intermediate female English language learners between the ages of 12 and 16 were recruited based on non-random convenience sampling method from an English language institute to take Oxford Placement Test (OPT) to ensure a homogenized group of participants. Then, 60 participants whose scores fell within one standard deviation below and above the mean OPT score were recruited. The selected participants were randomly assigned to one of three groups: the in-text group, the rubric-based group, and the control group, with each group consisting of 20 students. Each group also took writing pre-test and completed self-efficacy questionnaire before the treatment. Next, the participants engaged in the assigned writing activities which were similar and received relevant feedback types for ten sessions. After the treatment, all groups took writing post-test and completed the self-efficacy questionnaire again. The results revealed that both in-text feedback and rubric-based feedback had a statistically significant effect on the writing performance of the learners. Additionally, there was a significant difference in the effect of in-text feedback versus rubric-based feedback on writing performance. In terms of self-efficacy, both types of feedback showed a statistically significant effect. However, there was no significant difference between the effects of in-text feedback and rubric-based feedback on self-efficacy. The findings of the study carry important implications for various stakeholders involved in English as a Foreign Language (EFL) learning, including learners, teachers, language centers, and teacher trainers.

The present study examined the relationship between student-teacher relationships and students’ academic engagement, with a particular focus on the mediating role of psychological well-being. A total of 380 high school students in Ahvaz, Iran, participated in the study. Data were collected using the Student-Teacher Relationship Scale – Short Form (STRS-SF), the Academic Engagement Scale, and Ryff’s 18-item Psychological Well-Being Scale. Structural Equation Modeling (SEM) was employed to analyze the data and test the hypothesized model. The results indicated that student-teacher relationships positively predicted both academic engagement and psychological well-being. Moreover, psychological well-being was found to mediate the relationship between student-teacher relationships and academic engagement. The model demonstrated an acceptable fit to the data (CFI = 0.94, RMSEA = 0.053). These findings underscore the critical role of emotional and psychological support in academic contexts and highlight the importance of fostering strong interpersonal connections between teachers and students. Enhancing student-teacher relationships and promoting psychological well-being may serve as effective strategies to increase students’ academic engagement

This essay undertakes a critical investigation of Wang Anyi’s short story, The Destination , employing Erich Fromm’s humanist psychoanalysis to elucidate the complex interplay between societal transformation, the erosion of authentic love, and the resulting existential anxieties within the context of contemporary Chinese modernity. The analysis focuses on the protagonist, Chen Xin, and his return to a radically transformed Shanghai, a disorienting architectural and bureaucratic maze that disrupts historical continuity. This spatial disorientation, the essay argues, mirrors Chen Xin’s strained familial ties, which exemplify Fromm’s notion of alienated pseudo-love, wherein genuine emotional intimacy is replaced by commodified social exchanges operating under the pressures of a state-capitalist regime. Fromm’s contrast between a way of life focused on owning and controlling things, versus one that emphasizes being present, growing as a person, and forming meaningful relationships, reveals a subjectivity caught between the pressure of inherited ideologies and the basic human need for love, care, and real emotional connection in a globalized and increasingly commodified society.