Teachers' and students’ perceptions play a crucial role in textbook evaluation. This paper examines English teachers' and students' perception of sociolinguistic features of Vision text books at senior high schools in Iran. To do so 5 male English teachers from various provinces of Iran, namely: Ilam, Lorestan, Kermanshah and Khouzestan, with an age range between 25 and 44, with 4 to 20 years experience and with a variety of academic degrees (1 PhD, 2 masters, 2 bachelors) were chosen to participate in the study, along with 5 high school students (1 grade 10, 2 grade 11 and 2 grade 12). The semi-structured interview consisted of 7 items, used to obtain participants' perceptions regarding textbook sociolinguistic features. An inductive and deductive thematic analysis was used to analyze the data. The target culture, gender and religion were represented in the deductive phase of analysis, and new themes emerged from the data in the inductive phase, including representation of races and ethnicities, dress codes, and traditions and customs. According to the findings, the majority of teachers and students believe that newly published EFL textbooks do not provide opportunities for students to improve their communicative competence and cultural awareness in the target language. Furthermore, they believed that male characters dominated the Vision series' texts and illustrations and Islamic ideology was dominant in the Vision series. Teachers, students, and ELT administrators, as well as textbook designers and materials creators, may benefit from the results of this study.

Objective: This study aims to examine the relationship between teachers' Emotional Intelligence (EI) and learners' perceptions of their teachers' verbal and non-verbal immediacy across gender in the Iranian EFL context. Methods and Materials: A descriptive-correlational design was employed, involving 210 learners (91 males and 119 females) and 30 teachers (13 males and 17 females) from three language institutes in Tabriz, Iran. Data were collected using the Verbal Immediacy Measure (VIM), Non-Verbal Immediacy Measure (NIM), and the Emotional Quotient Inventory (EQ-i). The data were analyzed using SPSS, with normality tests, independent samples t-tests, Multivariate Analysis of Variance (MANOVA), and linear regression analyses performed to explore the relationships between variables. Findings: The results indicated no significant gender differences in verbal and non-verbal immediacy as perceived by learners (F(2, 207) = 1. 59, p > 0. 05, partial η² = 0. 01). However, female teachers were perceived to exhibit slightly higher levels of verbal immediacy (M = 73. 63, SD = 0. 24) compared to male teachers (M = 72. 97, SD = 0. 28), and higher levels of non-verbal immediacy (M = 53. 99, SD = 0. 20) compared to male teachers (M = 53. 94, SD = 0. 23). Significant gender differences were found in Emotional Intelligence (EI), with female teachers scoring higher (M = 3. 80, SD = 0. 08) than male teachers (M = 3. 45, SD = 0. 06), t(28) = 13. 35, p < 0. 01. EI was a significant predictor of teacher immediacy (R² = 0. 13, F(1, 28) = 4. 20, p = 0. 05), particularly among female teachers (R² = 0. 62, F(1, 15) = 24. 49, p < 0. 01). This suggests that higher EI contributes to more effective immediacy behaviors in the classroom, especially for female teachers. Conclusion: This study underscores the importance of Emotional Intelligence in enhancing teacher immediacy, particularly for female teachers in the Iranian EFL context. While both male and female teachers can effectively use immediacy behaviors, EI plays a more significant role for female teachers. The findings have important implications for teacher training programs, which should incorporate EI development to foster more supportive and engaging learning environments.

This study was an attempt to discover the variation in lived narratives of Iranian EFL learners in terms of narrative evaluation in oral and written experienced stories. To this end, 125 oral and written narratives as told by Iranian EFL learners were elicited. Fifty narratives were collected in the classroom, 25 were extracted on the interview, and the other 50 were elicited through a written task. Qualitative analysis was utilized to scrutinize the collected data. The study mostly relied on the Labovian model of evaluative categories to compare oral and written stories. The findings of the study indicated that the differences between the written and oral stories were due to the medium of narratives; both types of stories were similar in terms of evaluative pattern. It was reckoned that the differences between EFL stories and English native narratives were mostly affected by the participants' English language proficiency.

This study was designed to study the relationship between Internet addiction and academic achievement and personality characteristics of learners. The research method was a descriptive - correlational one. The statistical population included all high school students in Semnan province in 2011-2012 academic year. Based on Krejcie and Morgan table, 800 subjects were selected through stratified random sampling method. Data were gathered using young Internet addiction questionnaire and NEO personality survey. The data were analyzed through SPSS 16 software. The results showed that there was significant difference between boy and girl students in using internet. In addition, the average of using internet by boys is more than that of girls. The correlation between Internet addiction and Neuroticism and Agreement was significant and positive, however there was a significant reverse correlation between Internet addiction and extrovertism and conscientious characteristics. There was no significant relationship between Internet addiction and openness. The results also showed that personality characteristics were effective and predictive factors in using Internet.

Introduction: Today, more than ever, it is important that learners be kept up-to-date. New information is available almost constantly, and learners must have access to that. On the other hand, in recent years workplace learning has embraced technology to meet the demands of continuing professional development and general training of employees….

The corpus of the research is taken from the final writing test of the General Persian language Course(GPLC) of Persian Language Teaching Center(PLC) at Imam Khomeini International University(IKIU), which was held in the winter of 2016. 90 Chinese Persian learners participated in the mentioned test; hence, a total of 90 test sheets were used as raw data. The test consists of two parts: In the first part, four pictures, marked with numbers one to four, show a short story and the students are asked to write story of the pictures with at least 10 lines of 10 words. In the second part, they are asked to choose one of the two given topics and write a text of at least 10 to 12 lines of 10 words. In one of the suggested topics, Persian students were asked to write a text about one of their travels so far. What did they do before the trip? What items did they take with them? What places did they visit? In the second issue, they were asked to write a letter to their Iranian teacher and explain their country in terms of climate, population, culture, civilization, etc.; Therefore, each writing test sheet contains two written texts: a text related to the narration of the given images and a text about a personal trip or a letter to an Iranian master. Given the minimum of 100 words for each text, it can be said that the body contains 90 texts about the visual story and 90 texts about one of the two proposed topics and a total of 180 texts. If we consider at least 100 words in each text, the body contains approxi. Persian Chinese learners "General level of Persian language" Persian Students who are in the general Persian language course of the Persian Language Training Center of Imam Khomeini International University for 16 weeks and 20 hours per week for four skills of listening, reading, speaking and writing skills They have participated in a total of 320 training hours in face-to-face classes. Considering the quality and quantity of the educational program and the individual characteristics of Persian Chinese students, the general level can be considered equivalent to the intermediate or pre-intermediate level (A2) in the framework of the common European reference. To prepare the body, the Persian writing sheets of Chinese students were first implemented in the word processing software. Attempts were made to type as much as possible what the Persian learners had written in their worksheets. Then, the grammatical labeling of the typed content was done within the framework of the category and amount grammar. At this stage, 26 grammatical labels such as number and types of sentences (kernels and clusters), number and types of clauses (kernel, dependent, ordered, inverted, orderly, Mahin, ancient, self-standing and non-standing), number and types of groups (current, noun and adverb ), The number and types of information related to the current group (time management, direction and negation and proof), the number and types of information related to the nominal group (complement, position and nominal dependencies) and the number and types of information related to the adverbial group (unmarked and By marking) in the Persian text, the students were identified and counted and the data of each sheet were recorded in a table that was prepared for this purpose. n conducting the research, as much as possible, the criterion for analyzing the components of the text is Persian students's writing and the written text should be analyzed without applying language corrections. Since the dot is intended as the boundary of the end of one sentence and the beginning of another sentence, the authors punctuate the posts. And amended or supplemented as required; Next, the work of identifying and separating the sentences has been done. In body analysis, the inverted clause components are identified and calculated as the constituent elements of the clause (current group, nominal group and constraint group). To count the current groups, in addition to the current group, in the documented paragraphs (Mahin paragraph), the undocumented paragraphs (Kahin paragraph), the "inverted" self-static and non-static inverted clauses are also calculated as the clauses with the current group. In the analysis of dependent nominal groups, only one nominal group is considered. In other words, the nominal groups within the constraint groups are not analyzed separately. Findings indicate the core, ranked and major sentence frequency. The verbal group has characteristics such as finite personal and active voice on average and there is almost no trace of finite impersonal and passive voice. The nominal group has no or one dependent. The adverbial group is approximately the same proportion of marked and unmarked. Research has also proven the effectiveness of CSG in accurately describing writing of CLP's writing.

The status of the learner in the educational system of human civilizations has received special attention. This issue is expounded in the context of great educationists' views or the educational prerequisites to the formal philosophical schools, and sometimes, in addition to the attention given to the new philosophical and intellectual schools, special attention is given to the political, social, cultural and economic foundations of the existing systems. Using a descriptive-analytical approach, this paper first investigates, the lifestyle of the learner in modern Islamic civilization including the different educational aspects. Then, it makes explicit the views of contemporary western thinkers. The findings of the present research show that the progress and dynamism of the learner, as the cornerstone of education and which is consistent with the developments of the new age, is one of the concerns of these civilizations. Conversely, because there is difference between the theistic and human-based views of these two civilizations, they have differing views regarding the learner. Therefore, although the learner thinks that the scientific types of education in the two aforementioned civilizations are the same, they are entirely different is as far as beliefs, behavior and morals are concerned.

Objectives: This research was conducted to design the learner's role model based on the reverse learning approach in the experimental science course of elementary school.Method: Materials and methods: The research method was mixed exploratory by thematic analysis and structural equation modeling. In the qualitative section, the participants of the interview section included experts in the field of curriculum and educational sciences and teachers with extensive experience in elementary school, and the participants of the text content section included documents published in reliable scientific databases between 2017 and 2022. The sampling of the interview part was a purposeful snowball type that reached saturation with 14 people. In the sampling of the texts, the purposeful sampling method based on the purpose of the research was used. In the quantitative part, the statistical population included all primary school teachers in Khoozestan province with a sample of 186 people selected by the multi-stage cluster random sampling method. The instrument of the quantitative part was a questionnaire. The qualitative part was analyzed using the theme analysis method and the method proposed by Attride-Stirling (2001), and the quantitative part was analyzed using Amos software.Findings: The results showed that the learner's role model included four organizing themes "learner self-determination, learner participation in the flipped class, personalization of learning, and cooperation in group activities".Conclusion: Therefore, by implementing the reverse approach in elementary experimental science classrooms, it is possible to help students thoughtfully follow the learning and laboratory processes. Designing the learner's role model based on the reverse learning approach in the elementary course of experimental scienceIntroduction: Introduction: Experimental science is one of the most important fields of learning, and it means the ability and capacity to use scientific knowledge, to raise scientific questions and extract answers, and the results based on experimental evidence, to understand and understand the natural world, and to help make correct decisions about its facts. It is against the changes made by human activity. On the one hand, the primary science curriculum tries to introduce students to scientific fields and provide conditions for further study and learning in the future and at higher levels, and on the other hand, by informing students and teaching them ways of thinking, it prepares them for living in a society. prepare scientifically (Zarghampour et al 2014). In the meantime, learning in the classroom in a reversed manner is a reliable method that facilitates the work of teaching and learning in the educational system (Otero-Saborido 2018). The reverse learning method is one of the student-oriented methods (Goudarzi, Nikyar & Arjomandi 2019). In flipped learning classes, educational programs are integrated; and students collect the content to be learned from multiple scientific sources and bring it to the classroom. Several researches show that the reverse learning method is more efficient than the traditional method (Al Mulhim 2021, Dong 2021, Gholami, Zare & Fallah 2023; Dobakhti, Zahrabi & Masoudi 2023, Samiee Zafarghandi & Abdi Navideh, 2022). Considering that the reform and restoration of the educational system due to the development of technology and new methods requires a change in the traditional teaching method, it seems that the reverse learning method can be a suitable solution for such educational changes to improve the learning and teaching environment, therefore The purpose of the present research was to design the role model of the learner based on the reverse learning approach in the experimental science course of the elementary school.Materials and methods: The current research was a mixed exploratory (qualitative-quantitative) research method. In the qualitative part, the thematic analysis method was used to answer the research questions and model design, and in the quantitative part, structural equation modeling was used to check the fit of the model. In the theme analysis, Attride-Stirling (2001) suggested method was used. In the process of analysis, primary codes related to the reverse approach in experimental science education were extracted from the texts (interview texts and selected articles), the data were summarized and consolidated by examining repeated cases, and the basic themes were formed. In the following, the organizing themes were determined by combining and summarizing the basic themes, and then the overarching themes (curriculum elements in the reverse approach) were determined. To check the validity of the results, Cohen's kappa coefficient was checked. In the qualitative part, the participants in the research were in two parts: the participants of the interview part (including experts in the field of curriculum, specialists in the field of educational sciences, and teachers with high experience in elementary school) and the participants of the content part of the texts (including the documents published in reliable scientific databases in The last 5 years leading to the time of analysis and adjustment of the fourth chapter (2017 to 2022 AD). In the sampling of the interview section, the purposeful sampling method of the snowball type was used. The number of samples reached saturation with 14 people. In the sampling of the texts section, the purposeful sampling method was used. was used based on the purpose of the research. In the quantitative part, the statistical population included all primary school teachers in Khoozestan province with a sample of 186 people, which were selected by multi-stage cluster random sampling method. Also, the content validity of the model presented by 6 experts and experts was checked. To check the validity of the data collected in the qualitative part, the Laushe coefficient was used. Finally, Amos software was used to draw the pattern and determine the contribution of the factors.Findings: Result and discussion: The results showed that the learner element (overarching theme) includes four organizing themes of learner self-determination (basic themes: 1) active learning, 2) creative learning, 3) responsible learning, 4) continuous learning, 5) self-enthusiasm for learning), learner participation in class Reverse (basic topics: 1) academic involvement in reverse processes, 2) responsibility to implement the reverse method, 3) repetition and practice of reverse learning activities, 4) use of learning strategies, 5) implementation of research activities in the classroom, personalization of learning (topics) Basic: 1) self-directed learning, 2) questioning for learning, 3) time planning, 4) learning process management), and cooperation in group activities (basic topics: 1) carrying out class learning activities, 2) purposefulness in learning activities, 3) Performing group activities were 4) research-learning group, 5) formation of classroom learning group, 6) interactive cooperation of group members) which had 20 basic themes in total. Regarding the fit of the final model of the learner element, the values obtained for the GFI index were equal to 0.852 and the IFI and CFI indices were above 0.9. Also, the value of RMSEA was equal to 0.05 and the PCLOSC index showed no significance with the value of 0.363. In total, the values obtained in the study of the structural model of the learner element indicated the optimal fit of the model.Conclusion: Therefore, the learning element is one of the main elements identified for the reverse approach in elementary experimental sciences, and by implementing the reverse approach in elementary experimental science classrooms, students can be helped to thoughtfully follow the learning and laboratory processes.