درخت حوزه‌های تخصصی

This study investigated the effects of dialogic tasks on Iranian English as Foreign Language learners' autonomy considering the mediating effects of the learners’ gender and levels of proficiency as well. A total number of 213 male and female Iranian EFL learners within the age range of 15-26 were selected through convenience sampling from three language schools in Fars, Iran. The Oxford Quick Placement Test was run to ensure homogeneity, and choose learners at two levels of proficiency (upper vs. lower intermediate), later assigned to experimental and control groups. Then, a translated version of learner autonomy questionnaire was run as the pretest and posttest. The treatment was dialogic tasks operationalized through storytelling and picture description tasks. Three-way ANCOVA was conducted to compare the autonomy posttest scores of the male and female learners in the two experimental and control groups at the two proficiency levels of lower- and upper-intermediate. The results of data analysis showed that dialogic tasks had a significant effect on increasing the autonomy among EFL learners. Nonetheless, levels of proficiency and gender did not have any significant mediating effects on the autonomy of the learners under investigation. The study will provide robust implications for language teachers and learners.

This study investigates the ideological dimensions of media representation of the Russia-Ukraine crisis by comparing British and Arab online newspapers. Grounded in Fairclough's framework of Critical Discourse Analysis, this paper investigates the narrative structure of The Guardian, The Sun, Arab News, and Gulf News in representing the conflict and how sociocultural and political contexts influence language use and framing strategies underpinning the ideologies. The study shows that British media, most especially The Guardian and The Sun, claim to mainly reinforce Western geopolitical narratives by framing Russia as an aggressor and Ukraine as a victim of war, emphasizing themes of democracy, aggression, and victimization. However, the media in the Arab world, such as Arab News and Gulf News, afford a more balanced approach that focuses on regional concerns like economic stability, humanitarian issues, and neutrality; on the other hand, it also covers a broad spectrum of views. Using such a comparison, this study exemplifies and contrasts the different ideological roots of media discourse within diverse cultural and political contexts. By pointing out how sociopolitical priorities and cultural values shape media framing, this study contributes to an understanding of the role that media plays in building global public opinion about international conflicts, more precisely in how media from different regions may frame the same event quite differently. This thus underlines the importance of cross-cultural media literacy and gives insight into the power of media in the perception-shaping process of a conflict.

This study aimed to evaluate the effectiveness of Interpersonal Reconstructive Therapy (IRT) in enhancing empathy and conflict resolution skills among parents of autistic children. This randomized controlled trial included 30 parents of autistic children, divided into an intervention group (n = 15) receiving IRT and a control group (n = 15) receiving no intervention. Participants were assessed at baseline, post-intervention, and four months post-intervention using the Interpersonal Reactivity Index (IRI) and Conflict Resolution Styles Inventory (CRSI). Data analysis involved repeated measures ANOVA and Bonferroni post-hoc tests, conducted using SPSS-27. The intervention group showed significant improvements in empathy and conflict resolution scores. Empathy scores increased from 54.78 (SD = 5.32) at baseline to 67.32 (SD = 5.67) post-intervention and were maintained at 65.91 (SD = 5.42) at follow-up. Conflict resolution scores rose from 62.14 (SD = 6.23) to 74.89 (SD = 5.47) post-intervention, with scores at follow-up being 73.28 (SD = 5.63). ANOVA results indicated significant main effects for Time (empathy: F(2, 56) = 45.67, p < 0.001, η² = 0.62; conflict resolution: F(2, 56) = 49.18, p < 0.001, η² = 0.64), Group (empathy: F(1, 28) = 32.78, p < 0.001, η² = 0.54; conflict resolution: F(1, 28) = 35.91, p < 0.001, η² = 0.57), and Time × Group interactions (empathy: F(2, 56) = 41.23, p < 0.001, η² = 0.59; conflict resolution: F(2, 56) = 43.89, p < 0.001, η² = 0.60). Bonferroni post-hoc tests confirmed significant improvements from baseline to post-intervention and baseline to follow-up. IRT significantly enhances empathy and conflict resolution skills in parents of autistic children, with improvements maintained over a four-month period. These findings highlight the potential of IRT as an effective intervention to support parents in managing the challenges of raising children with autism.