مطالب

Objective: The aim of this study was to compare the effectiveness of schema-focused couple therapy and emotion-focused couple therapy on marital offense forgiveness in couples with marital discrepancies in Ilam city. Method: This was a quasi-experimental study with a pre-test, post-test, and follow-up design with a control group. The study population comprised 105 couples who sought counseling in Ilam during the second half of the year 2021. From this population, 30 couples were selected using a convenience sampling method and randomly assigned to three groups: emotion-focused intervention (10 couples), schema-focused intervention (10 couples), and a control group (10 couples). The emotion-focused group received Johnson's training package (2012) over 9 sessions, and the schema-focused group received the Young, Klosko, & Weishaar package (2003) also over 9 sessions. The control group did not receive any intervention. The research instrument used was the Marital Offense Forgiveness Scale by Paleari, Regalia, and Fincham (2009). Data were analyzed using repeated measures analysis of variance. Findings: Schema-focused couple therapy had a significant effect on marital offense forgiveness (F = 5.85, p = .025). Emotion-focused couple therapy also had a significant effect on marital offense forgiveness (F = 5.81, p = .045). These effects were reported to be stable at the follow-up stage. Additionally, there was no significant difference in the effectiveness of schema-focused couple therapy versus emotion-focused couple therapy on marital offense forgiveness. Conclusion: Both schema-focused and emotion-focused couple therapies are effective methods for enhancing marital offense forgiveness in couples with marital discrepancies.

Mahmoud est un roman iranien, originellement en persan, traduit par son auteur Rouhollah Hosseini à la suite de la pandémie de Covid-19. Dans cette fiction, le personnage principal tente inlassablement de commencer l’écriture d’un ouvrage qui sera le garant de sa réputation après sa mort monumentale mais, incapable de réaliser cette vocation, il s’engouffre dans ses pensées angoissantes à l’origine de sa peur du temps et se croit toujours en retard par rapport aux écrivains féconds qu’il admire et qui ont accompli leur mission en marquant leur empreinte de génie avant de mourir. Afin de comprendre le défi existentiel que subit Mahmoud et de déchiffrer la question fondamentale que pose l’auteur sur les obstacles de l’homme moderne, il est incontournable d’évaluer le concept du temps dans ce récit et d’interpréter l’état psychologique du personnage par une analyse sémiotique de la théorie du récit introduite par Paul Ricœur dans les années 80 et suivie par les travaux de Philippe Hamon sur le statut sémiologique du personnage.

The advent of AI technologies has been influential on the quality of language learning in EFL contexts. A plethora of studies have explored the employment of AI bots in academic writing. Yet, exploring the strategies employed by Iranian EFL learners while using an AI bot to complete academic IELTS writing task 2 has been underestimated. To address the lacuna, this qualitative study computer-recorded eleven participants’ interactions with AI bot to identify the strategies they employed to complete academic IELTS writing task 2. The researchers intended to clarify the intricacies of the human-AI interactions and infer the potential contributions of AI bots for academic writing in EFL settings. The findings revealed that despite the employment of several strategies by the participants to compose high-quality writing tasks, none of them fully trusted the AI outputs to use them without post-editing. They considered the AI bot as a writing assistant, used some revised segments of AI responses and added their own words respectively. The pedagogical implications for language teaching in general, and IELTS-oriented practices in particular to take advantage of the emerging AI technologies for better educational outcomes are provided. Moreover, avenues for future research on AI-assisted Language Learning (AILL) are suggested.