The polite listener In England stares at the speaker attentively and blinks his eyes occasionally as a sign of interest. That eye-blink says nothing to Americans, who expect the listener to nod or to murmur something such as "mm - hmm”. And in some parts of  Far East, it is impolite to look at the other person at all during conversation.It is often argued that, in teaching foreign languages, culture and language are interwoven in a way that it is not possible to present language without its culture. However, until a new method of teaching language, called communicative approach, which is sociolinguistically oriented, had not come into existence, this belief was not used to be observed in textbooks and language classes. This method intends to create situations in the classroom in which foreign language can be used as naturally and authentically as the native speakers of target language use it for communicative purposes.The problem of teaching culture, nevertheless, does not end here. Nowadays, foreign languages are taught with different and varied objectives. Is it necessary for all foreign language learners to get familiar with the culture of foreign language they are supposed to learn? As Schumann (1984) claims, is it true that second language learning is impossible, unless one gives up his/her own native culture and adopts the culture of foreign language community? What are some relevant issues regarding teaching English in Iran? These are actually some basic questions raised in this article. Whereas definite answers are not necessarily provided in this paper, some areas of research related to culture, and teaching foreign language are put forward.

Background and Objectives: With the increasing use of information technologies in the field of education, it is now possible to create flexible learning environments without temporal and spatial barriers on the Internet. These environments enable learners to access various learning materials, share their findings, and discuss with other online participants. Despite the dramatic increase in web-based courses and learners enrolling in these courses, there are many indications that the mentioned courses have failed to meet the needs of learners and learners remember unpleasant experiences from such contexts. One of the relatively new methods in teaching is flipped classroom. The underlying idea of the flipped classroom is that instructional materials are presented outside the classroom, and on the other hand, the classroom time is used for interaction and conceptual transformation. Also, the community of inquiry (CoI) framework created by Garrison et . (2001) has been extensively applied and explored. It is probably the most frequently used model based on technology for a constructivist learning design. According to Garrison et al, learners can learn collaboratively and as a group in an inquiry community when there is a shared cognitive, social, and teaching presence. learning experiences are formed through the interaction of cognitive presence, social presence, and teaching presence. Garrison et al. claim that the common nature of cognitive, social, and teaching presence leads to the creation of an inquiry community, in which a cooperative learning experience is created for learners. Therefore, the present study aimed to investigate the effect of using the flipped classroom on the learners’ perceived teaching, social and cognitive presence in online courses. Methods: This study was quasi-experimental in terms of research method, using pre-test and post-test design with experimental and control groups. The population of the research included all the students of Tehran in the academic year of 1400-1401, using Convenience sampling. A total of 58 people were selected and randomly assigned to the experimental group (30 students) and control group (28 students). Research instruments included CoI survey instrument developed by Arbaugh et al. (2008) along with rubric for online discussions analysis (Social presence: indicators by Rourke et . (1999), teaching presence: indicators by Anderson et al. (2001), and cognitive presence: indicators by Park (2009)). To analyze the data, descriptive statistics (mean, standard deviation), and inferential statistics, i.e., the multivariate analysis of covariance (MANCOVA), and the chi-squared test were used.Findings: The results of MANCOVA showed that the experimental group had better progress for all types of presence (teaching, social & cognitive) in posttest compared to the control group(p<0.05). Also calculated chi-square test showed that frequency of produced semantic units for all types of presence (teaching, social & cognitive) in the experimental group were significantly higher than those in the control group (p>0.05).Conclusion: The results of this research proved the potential of flipped classroom pedagogy in learner’s progress in the three key factors of the community of inquiry framework, i.e. cognitive, social and teaching presence. Also the findings of research can lead to the improvement of offered education in web-based courses and are useful for those who are involved designing and implementing web-based education.

When teaching in an e-learning environment, we are faced with a different and new environment compared to the face-to-face. Lack of teacher and learner physical presence in e-learning environments can turn into major problem in such courses, since, it has diverse effects on students' satisfaction, durability, and academic performance. Hence, the present study was conducted to investigate the Levels of teaching presence, cognitive presence and social presence as three components affecting the sense of presence in web-based courses at Shahid Beheshti University. The research method applied in this study was descriptive survey method. The statistical population included all students studying at Shahid Beheshti University in academic year 2019-2020. for this study, the sample size of 380 students in the master 's degree was selected from the available sampling method, which were 293 questionnaires analyzed. To answer the study questions, Friedman and Wilcoxon one-sample t-test and rank test were applied. One-sample t-test showed that the rate of all three components, namely, teaching, cognitive, and social presence was significantly lower than the mean average (p<0. 01), and therefore, at an unfavorable rate. According to Friedman rank test, the highest mean rank belonged to social presence and the lowest mean rank belonged to cognitive presence,teaching presence was in the second rank. There was a significant difference among the components of teaching, cognitive, and social presence (p<0. 01). Based on the results of Wilcoxon test, there was a significant difference between the rank of teaching presence and the ranks of cognitive and social presence, as well as between the ranks of cognitive and social presence (p<0. 01).

Introduction: During teaching in web-based learning environments, a new and different environment must be created compared to face-to-face environments. However, the lack of physical presence of teachers and learners in an online learning environment can turn into a major dilemma that can have adverse effects on learners' satisfaction and learning. So the aim of this study was to Investigating the relationship among educational, social and cognitive presences with students' academic performance in e-learning courses. . Methods: The the present research had a descriptive-correlational research design (causal model). The population of this study included all students enrolled in the web-based courses during the academic year 1396-1397 in tehran. a sample of 307 students at the postgraduate level were selected through cluster random sampling and responded to the Arbaugh et al(2008) Community of Inquiry framework survey instrument of which, 271 questionnaires could be analyzed. Data were analyzed using path analysis. Results: The results showed that the structural model of learner's academic performance in e-learning courses is a valid model and data are fitted with theoretical model (RMSEA = 0. 076). Based on this model, 48% of the variance in academic performance can be explained. Therefore, teaching presence on social presence, cognitive presence and academic performance, social presence on cognitive presence and academic performance and cognitive presence on academic performance have a significant direct effect. As a result, these factors can properly explain the academic performance of learners in the web-based courses. Conclusions: Accordingly, it is possible to improve the academic performance of learners by enhancing presence factors

Community of Inquiry is a term that identifies the elements that are essential for the delivery of effective instruction (i.e., teaching presence, cognitive presence, and social presence). While it has been the subject of many studies in face-to-face settings, less attention has been accorded to it in online classes. This study was an attempt to investigate the relationship between Iraqi English as a foreign language (EFL) learners' community of inquiry and their attention to and engagement in online classes. To this end, 311 undergraduate students were selected from Basrah province in southern Iraq. The Google Form link for the community of inquiry scale as well as the online student engagement scale and sustained attention scale were shared among the participants via telegram and WhatsApp groups. The results of the Pearson correlation revealed that there was a significant relationship among the variables. A linear multiple regression analysis was conducted to identify the best predictor of the components of the community of inquiry for students' online engagement in and their attention to online classes. The results showed that social presence contributed more to the changes in learners' engagement in and attention to online classes. The findings of the study can encourage Iraqi EFL teachers to focus on specific aspects of community of inquiry to promote students' engagement and attendance in online classes.

Background: The expansion of e-learning has made it necessary to pay attention to the quality of the teaching and learning. This study was conducted with the aim of assessing the dimensions of the students’ presence in e-learning based on Community of Inquiry (COI) Framework at the University of Tabriz, Iran.Methods: In this cross-sectional study, 217 undergraduate students of the Department of Educational Science, at the University of Tabriz, Iran, in the months of February to May of the academic year 2020-2021, were selected using simple random method. The community of inquiry framework questionnaire with 34 items in three subscales of teaching presence (13 items), social presence (9 items) and cognitive presence (12 items) which were scored based on a 5-point Likert scale was used to collect the data; its validity was approved by experts, and its reliability was estimated using Cronbach’s alpha (0.94). One-sample t-test and Pearson Product-Moment Correlation was used to analyze the data in SPSS 26.Results: The results showed that teaching (3.83±0.55), social (3.47±0.72) and cognitive presence (3.66±0.53) of students in e-learning was significantly (P<0.001) higher than the cutoff point. Also, correlation coefficient was calculated between the students’ daily study hours and teaching presence (r=0.17, P=0.017), social presence (r=0.185, P=0.009), and cognitive presence (r=0.285, P<0.001).Conclusion: The COI framework suggests that presence elements are essential for e-learning and fully support constructivism and connectivism, which reduce transactional distance. In this study, it was found that the students perceived a high level of presence in their e-learning experiences, which indicates an acceptable quality level of the virtual courses offered by the university. Therefore, in order to improve learning in e-learning, it is necessary to increase the social and cognitive presence of students instead of paying attention to teaching presence.

Language teaching today, more than ever, needs to be oriented in a different way through a new approach: the esthetics. As it touches directly the human sensibility and because of its presence, the esthetics would transform the teaching/learning activity to a pleasure, a moment of relaxation a good opportunity for interaction in the class. It would also increase the class dynamism.In fact the esthetics is to be taken in consideration in teaching because it helps the teacher a strategy based on the existence and the sensibility of the learners rather than their linguistic knowledge and the mechanical aspects of the language.That's why, as this paper tries to show, the language teaching should lean on the development of the knowledge in relation to the being. This is what will guaranty the access to the "presence" of the students and their sensibility in the language classes: therefore, the learners will not only study the language, but also treat it as a something what which they live.

2Various researches have shown that Iran's educational system does not pay enough attention to cultural differences and mostly promotes the dominant and official national culture in an engineered way. The focus of these researches has been focused on the inputs of the educational system. The current research, relying on the mixed exploratory method, tried to examine both the inputs and educational processes in order to test the truth of this claim, whether such a claim is consistent with the reality in the educational system. In this way, in the qualitative part, first the teachers' lived experiences of the criteria that were considered for their selection and employment were analyzed (inputs), and then in the quantitative part, the teacher's success in the classroom was analyzed. It was predicted based on the mentioned criteria (processes). The findings of this research showed that scientific identity and ideological identity are valued in the recruitment of teachers, and because of this, criteria such as personal success, special privileges, and religious and moral foundations are put forward. However, it is only the teacher's personal success that can predict his success in the classroom. This shows that the ideological identity is only manifested in the inputs and is practically not institutionalized in the classroom and teaching processes. In this way, considering Iran's educational system as ideological does not match the realities of the educational system.

Considering every teaching wouldn’t Lead to learning and traditional Methods often Less resulted in deep Learning, we implemented case–based teaching method for educational common and practical Infectious diseases courses. Furthermore, diarrheal diseases are common and important and one of mortality causes in developing countries; moreover, their correct management is important, hence, these items were selected. This Interventional study was implemented for one group with 17 students and compared with another group with 21 students of conventional methods. For this comparison, two OSCE and MCQ exams were used. Data was analyzed by SPSS ver.16 software. In OSCE exam for case group with Independent T-Test P=0.026, Mean=12.73, and Standard deviation=2.15 in in comparison to Mean=11.02 and Standard deviation=2.33 in control group were observed. In MCQ exam with Mann-whitney test P=0.039, Mean=2.47, and Standard deviation=0.94 in case group were obtained in comparison with Mean=1.81 and standard deviation=1.03 in control group respectively (a=0.05) that in two exams results were significant. Therefore, we recommended that this model would be helpful for teaching common and useful issues when time and logistics provided.

Introduction: One of the major problems in clinical teaching wards is the relationship between students and patients of these wards. We often look that patients refuse of admission in these wards in spite of presence of skilled physicians and better instruments. The aim of the study is survey of attitude of bed rid patients in teaching wards about miscellaneous aspects of presence of students in these wards.Methods: The study was a cross sectional survey done in August 2000 at 12 wards of four teaching hospitals of Tabriz city by a questionnaire which was asked from all patients the same day of hospitalization (at pediatrics ward with asking of patients accomplice).Results: Ninety percent (90%) of patients were satisfied from participation of students in their care and cure. 82% of patients expressed that the presence of students increased their medical information about their disorder and self care. 28% of patients were unsatisfied from frequent observation and examination by students and 65.5% knew it was the cause of elongation of visits, on the other hand 89% of patients had this idea that together, presence of physician and student in ward caused the increased precision of diagnosis and treatment. Finally 57.5% said scientific discussion during their visit, warned about their disorder.Conclusion: The findings showed that in spite of elongation of examinations, patients in teaching wards often evaluated the presence of students as a benefit and we hope to use this chance with respect to other rights and expectations of patients.