Mastering Writing has always proved an almost insurmountable barrier to EFL learners. In an attempt to alleviate problems advanced EFL learners have with Writing, this study aimed at investigating the effect of scaffolded instruction through Writing frames constructed from extended prefabricated lexical bundles. 40 female advanced English students, selected out of a population of 65, were randomly assigned into experimental and control groups. The participants of both groups were assigned a Writing pre-test prior to any instruction, and a Writing post-test following the twenty-session scaffolded instruction in both groups. The results revealed that the participants in the experimental group outperformed their counterparts in the control group as a result of the Writing frames they were provided with. Overall, it is concluded that scaffolded instruction through Writing frames can be a useful means of helping advanced students to improve their Writing quality.

With the passage of the law on Continuing Medical Education, the education of those covered by this law became official. Increasing the level of knowledge and professional skills of medical staff and improving the conditions of service provision is the most important goal of such education. Therefore, continuing education in the medical community today is considered a fundamental principle, which is the mission of the Ministry of Health and Medical Education. It should be noted, however, that the positive and negative effects of any law become apparent only after its implementation. Obviously, the positive consequences must be strengthened while the negative ones have to be eliminated or corrected. Otherwise, the law will be rendered ineffective. In this study, Persian and English articles were searched and extracted from Google Scholar, SID, and Magiran websites using the keywords “ continuing education rules and Regulations” . Out of the 48 articles found, 27 relevant articles were included in the study. Regardless of the benefits of continuing education Regulations, there are a number of problems and challenges in these Regulations including: lack of allocation of promotional points to educational-research activities, restrictions on receiving promotional points from virtual programs, restrictions on issuing final certificates, lack of adequate training in some disciplines, and allocating equal promotional points to all lecturers. All of these need to be dealt with and corrected.

One of the important competences of the General Board of the Administrative Court of Justice, based on Article 12, Clause 1 of the Law on Organizations and Procedures of the Administrative Court of Justice, is to deal with complaints, grievances and objections of natural or legal persons from Regulations and other government systems and Regulations due to contradictions with Sharia, but based on the note 2 Article 84 and Article 87 of the Law on Organizations and Procedures of the Court of Administrative Justice and also based on the application and generality of Article 4 of the Constitution of the Republic of Iran, if the complaint is against the Shariah standards, the matter will be sent to the Guardian Council for comment. and the opinion of the jurists of the Guardian Council is mandatory for the general board. It seems that the mechanism and mechanism of such supervision has always been a subject of discussion and questioning, and therefore, in examining Sharia supervision of bylaws and other government systems and Regulations, we are faced with two different domains and territories, the institution of the General Board of the Court of Administrative Justice and the Guardian Council. The current research seeks to answer this important question, what is the decision-making authority regarding Sharia supervision of Regulations and other government systems and Regulations? It seems that the decision-making and determining body regarding Shari'a supervision of by-laws and other government systems

The present study seeks to introduce and investigate an approach to teaching Writing in the EFL classroom which draws heavily on the use of formulaic expressions. In contrast to its predecessors, this approach includes both the application of process Writing techniques and the teaching of grammar and vocabulary into its syllabus. Two groups of 30 EFL learners participated in this study. One group was taught Writing through the proposed method, while the other group received instruction of a grammatical and structural nature. Following the courses, learners of both groups were asked to write an argumentative essay. A comparison of the essays written by the participants of the two groups revealed that those who were taught with the formulaic approach were more successful in fulfilling the purpose of the task, as well as creating more coherent and structurally accurate texts. The authors of this study argue for the use of formulaic expressions in teaching Writing, especially in proficiency test preparation courses, due to its usefulness in fulfilling the communicative requirements of such examinations.

To explore the effectiveness of flipped instruction in influencing second language learning outcomes, the current research investigated the contribution of flipped classrooms of an English-as-a-Foreign-Language (EFL) Writing course to Iranian learners’ Writing development and Writing motivation. In so doing, two intact classes were chosen as the participants (N=43) of this research and they were randomly assigned to a Control Group (N = 18) and an Experimental Group (N = 25). During one semester, the Control Group underwent the traditional Writing instruction, while the Experimental Group received a flipped Writing instruction. Second Language Writing Motivation Scale (SLWMS) and two timed Writing tasks were given to gather the required data. The results demonstrated that the flipped method of teaching was substantially effective in improving the L2 Writing performance of the experimental group (F=22. 20, p = 0. 000, partial eta squared = 0. 35). Also, the results indicated that the flipped instruction had a statistically significant effect on learners’ Writing motivation (F= 51. 67, p = 0. 000, partial eta squared = 0. 56). The findings have remarkable implications for L2 Writing methodology.

In the contemporary age, universities, particularly those in Iran, encounter various challenges concerning scientific Writing. Among the key elements of audience-focused scientific Writing, attractive Writing is critical; however, research indicates that it often receives insufficient emphasis. Given this reality, it's imperative to prioritize and identify a comprehensive set of indicators for assessing the quality of attractive Writing in scientific works.It is imperative to devise effective solutions to enhance its overall quality. The aim of the present study was to discern a set of indicators for evaluating the quality of attractive Writing in academic Writing. To achieve this goal, a qualitative approach and phenomenological method were employed. The research was conducted at the Faculty of Psychology and Education, University of Tehran. A purposive selection was made of 12 faculty members, who subsequently underwent a semi-structured interview. Utilizing Dickelman's strategy for analysis, the interviews were examined, resulting in the successful identification of 51 indicators. These indicators were then classified based on nine criteria, including "creative Writing", "stimulating text", "brief Writing", "simplified Writing", "transparency of Writing", "page layout order", "Attractive summarizers (appropriate use of graphic symbols)", "In-text coherence" and "Writing Correct Words" which can be used to accurately measure the characteristics of Writing attractiveness. It seems that observing the indicators and criteria of Writing attractiveness can play an important role in improving the quality of Writings, increasing the tendency towards studies, promoting the study culture and using scientific findings and facilitating them. in the end, suggestions were also proposed.

The present study examined relationships among critical thinking, Writing strategy use, second/foreign language (L2) Writing anxiety, and L2 Writing performance of Iranian English as a foreign language (EFL) learners. To this end, 100 homogenized EFL learners (57 female learners and 43 male learners) filled out Facione and Facione’ s (1993) California Critical Thinking Skills Test-form B (CCRST), Petric and Czarl’ s (2003) Writing Strategy Questionnaire (WSQ), Cheng’ s (2004) Second Language Writing Anxiety Inventory (SLWAI), and the second task of the academic version of IELTS exam. Multiple correlation analyses revealed a significant positive relationship between L2 Writing performance and Writing strategy use; and L2 Writing performance and critical thinking. Results also revealed a significant negative relationship between L2 Writing performance and L2 Writing anxiety. Furthermore, it was found that L2 Writing anxiety was a stronger predictor of L2 Writing performance. Additionally, the results of one-way MANOVA showed a significant difference between Iranian male and female EFL learners regarding both their L2 Writing performance and L2 Writing anxiety. These results emphasize the inclusion of pre-planned Writing sessions for Iranian EFL learners which can help foster critical thinking skills and Writing strategy use, reduce L2 Writing anxiety and hopefully, improve their L2 Writing ability.