درخت حوزه‌های تخصصی

This study explored the impact of critical pedagogy training for IELTS teachers on their students’ self-regulated learning. It also examined the relationship between students’ self-regulation and their IELTS performance, as well as how teachers implemented critical pedagogy principles in their classrooms. A mixed-methods research design was used, combining quantitative and qualitative approaches. 30 IELTS teachers and 150 learners from a language school in Tehran were recruited based on non-random convenience sampling technique. Teachers received training in critical pedagogy, after which learners completed a self-regulation questionnaire both before and after the intervention. Language proficiency was assessed using two official IELTS mock tests. Classroom observations and semi-structured interviews with teachers provided qualitative insights into instructional practices. Results showed that learners whose teachers received the training had significantly higher self-regulation scores post-intervention compared to a control group. A positive correlation was found between self-regulation and IELTS performance. Observations and interviews revealed that trained teachers used more dialogic, student-centered methods that promoted autonomy and reflective learning. The findings suggest that critical pedagogy training can effectively enhance both learner autonomy and exam preparedness. These results have implications for improving teacher education and classroom practices in high-stakes language testing environments.

Given the increasing prevalence of online learning and the absence of a validated instrument for assessing the critical writing skills of Iranian EFL learners in Computer-Mediated Communication (CMC) contexts, this study aimed to develop and validate an analytic rubric to enhance critical writing in CMC environments. The participants were 236 EFL students and 10 EFL/ESL teachers, representing a diverse range of demographics, experiences, and qualifications. The rubric development process was guided by a comprehensive literature review, the administration of a critical thinking questionnaire, expert feedback, thematic analysis of semi-structured interviews, integration of Paul and Elder’s (2019) Intellectual Standards, and the development and application of a Likert-scale critical writing questionnaire. Subsequent pilot testing facilitated refinements based on feedback. Accordingly, the finalized analytic rubric featured four principal components: (1) Clarity, Accuracy, and Precision (CAP); (2) Relevance and Logic (RL); (3) Depth and Significance (DS); and (4) Breadth and Fairness (BF). A rigorous validation process, including expert evaluation, factor analysis, and structural equation modeling (SEM), confirmed the rubric's reliability and validity. The findings demonstrated satisfactory internal consistency, as well as convergent and discriminant validity. This study offers valuable pedagogical implications for English as a Foreign Language (EFL) teachers, learners, researchers, and curriculum developers.

This study aimed to explore the relationships between moral reasoning, fear of negative evaluation, and social competence in individuals with Attention-Deficit/Hyperactivity Disorder (ADHD). By examining these variables, the study sought to identify key predictors of moral reasoning in this population. A cross-sectional design was employed, involving 364 participants with ADHD, recruited from clinical settings. Participants completed self-report measures, including the Defining Issues Test (DIT) for moral reasoning, the Fear of Negative Evaluation Scale (FNE), and the Social Skills Rating System (SSRS) for social competence. Data analysis was conducted using SPSS-27, with Pearson correlation and multiple linear regression analyses to examine the relationships between the variables. Descriptive statistics revealed mean scores of 38.47 (SD = 7.53) for moral reasoning, 49.28 (SD = 10.34) for fear of negative evaluation, and 75.82 (SD = 12.45) for social competence. Pearson correlation showed a significant negative relationship between fear of negative evaluation and moral reasoning (r = -.42, p < .001), and a significant positive relationship between social competence and moral reasoning (r = .38, p < .001). Multiple linear regression analysis indicated that fear of negative evaluation and social competence together accounted for 34% of the variance in moral reasoning (R² = .34, p < .001). The findings suggest that both fear of negative evaluation and social competence are significant predictors of moral reasoning in individuals with ADHD. Enhancing social skills and reducing social anxiety may positively impact moral reasoning. These insights underscore the importance of targeted interventions to support the social and moral development of individuals with ADHD.