The purpose of this study in the first phase was to determine the relationships between the characteristics of the articles published by the Iranian top one percent researchers in 2020 (journal Impact Factor, and author impacts; paper, abstract, and title lengths; author affiliations, number of references, author-supplied keywords, and number of countries; access type, and funding) with the citation counts, readership counts, and altmetric attention score (AAS), which were respectively extracted from Web of Science (WoS), Mendeley and Altmetic.com. The research aim in the second phase was to demonstrate their presence in the international patents, Iranian research outputs indexed in WoS, the curriculum of their fields, profiling services, and their academic inbreeding status and collaborations patterns. The method of this applied study was descriptive in terms of purpose and scientometric in terms of approach, which was conducted based on citation analysis, altmetric and bibliometric techniques. The statistical population of the research was 12 Iranian top one percent researchers from the top one percent researchers listed on Clarivate Analytics in 2020. The findings demonstrated that the characteristics of the articles, including the number of affiliations, authors' h-index, journal impact factor, authors and references counts, and title and abstract length, have been correlated positively with their citations, AAS, and readership. In addition, articles published by authors with a higher h-index had a greater AAS and readership, and articles with longer titles had a lower AAS. However, no statistically significant correlation was found between the citation counts and the AAS with the author keywords counts, and paper lengths, also between the AAS with the countries count. The access type variable did not affect the number of citations, but non-open-access articles received higher AAS and readership than open-access articles. In addition, funded articles obtained less citations, AAS, and readership than non-funded articles. There was no relationship between academic inbreeding of Iranian top one percent researchers with their citations and AAS. However, there was a weak correlation between the average number of citations and AAS of the Iranian top one percent researchers. Eventually, these researchers did not have a high national impact based on the indicators of presence in the references of Iranian papers indexed in WoS and references/resources of the curriculum of their field. Just 1.5 percent of publications of these researchers' were cited in patents, and many of them were contributed by Omid Akhavan and Nosratullah Dabir Vaziri.

This study investigated the effects of sociocultural instruction on developing the speech act of criticizing. The participants were second language learners in two English learning classrooms as experimental and control groups. The participants in the experimental group operated under the basic principles of the socio-cultural approach with interactive tasks, cooperation, and scaffolding. They were asked to read and criticize a peer’ s work orally. For this group, the teacher provided fined tuned instruction and mediated individual tutor feedback. For both the experimental and control groups, the learners’ pragmatic development was measured through pre-tests, immediate and delayed posttests performance of discourse completion and role-play tests. The researchers analyzed the results of tests through statistical procedures such as paired and independent t-tests. The results revealed that the experimental group signifi cantly improved and performed better than the control group, indicating the successfulness of sociocultural instruction. Next, the researchers interviewed the participants to find about their feelings. After interviewing the participants, the researchers found positive feelings of learners about this kind of instruction including low degrees of stress, high levels of excitement, fun, motivation, and clarity that provided another evidence for worthwhile impacts of sociocultural instruction.