درخت حوزه‌های تخصصی

The aim of this research paper is to explore how the rhetorical means employed by the United States of America are produced in cultural, historical, and political contexts. The public speeches will be delivered by the Presidents of the United States and other European leaders during the tenure of 2017-2024. The aim of this paper is to determine the extent to which cultural norms, political institutions, and historical backgrounds mold leadership engagement strategies of leaders from both regions through an analysis of a large corpus of political speeches. Importantly, the results show significant differences in political rhetoric styles, especially regarding individualism, power distance, and uncertainty avoidance. These are represented through the use of the Critical Discourse Analysis framework, Aristotle's Three Appeals, and Hofstede's Cultural Dimensions Theory. Based on the data analysis, it would appear that the United States of America. Generally speaking, presidents have a predisposition to utilize direct and forceful forms of communication, which must be that of American culture concerning individualism and leadership. Whereas in American politics, leaders do follow the straight and often inflexible line, in Europe, politicians are more diplomatic and multilateral, their approach emphasizing collective decision-making and cultural coherence.

The present explanatory mixed methods study was designed to investigate the difference between the effects of using the pyramid model of Willingness to Communicate (WTC) and Communicative Tasks (CTs) on reducing Iranian English as a Foreign Language (EFL) learners' speaking barriers. The participants were 57 Iranian EFL learners selected based on convenience sampling from a language institute in Tehran. The Preliminary English Test (PET) results verified their homogeneity. To foster a stronger spirit of cooperation among the participants, they were placed in three different classes based on their tendencies; hence, the researchers could consider them as three groups: the Pyramid Model Group (PMG), the Communicative Tasks Group (CTsG), and the Conventional Approach Group (CAG) each including 19 participants. The PMG received instructions pertaining to the six levels of PM in willingness to communicate (WTC), while the CTsG received instructions based on information gap, reasoning gap, and opinion gap activities. The CAG relied on the Audio-Lingual Method (ALM), which the institute regularly followed. Accordingly, the three groups went through pretesting, intervention, and post-testing. The participants completed a speaking barriers survey as pre- and post-tests. Then, ten participants from the three groups were randomly selected and interviewed about the impact of the methods they had experienced on their speaking barriers. The Analysis of Variance (ANOVA) revealed the priority of the pyramid model of WTC over communicative tasks and conventional teaching in reducing learners' speaking barriers. The interview results also confirmed the quantitative findings indicating that anxiety, learners' low self-confidence, along with linguistic and instructional barriers could be reduced through being exposed to the pyramid model instructions. The results can be helpful for ELT professionals, EFL teachers and learners, and other stakeholders to hold more thriving L2 speaking classes.

This study aimed to explore the relationship between student's perceptions of school climate and their academic hope, focusing on the mediating role of their authentic personalities. The researchers employed a descriptive correlational method using structural equation modeling to achieve this. The study focused on first-grade high school students in Mahabad city, with a sample of 368 students selected through convenience sampling. The research utilized several standardized tools, including the School Climate Questionnaire by Pashiardis (2000), the Shegefti & Samani Educational Hope Questionnaire (2011), and the Authentic Personality Questionnaire by Wood et al. (2008). The findings revealed a direct and significant relationship between perceptions of school climate and academic hope. Additionally, the analysis indicated that school climate significantly indirectly affects academic hope, acting as a mediating variable. The model fit indices suggested that the research model was appropriate. In conclusion, this study suggests that to enhance students' academic hope, it is important to consider the supportive school environment and the cultivation of students' authentic personalities.

This study explored the rhetorical strategies employed by Republican and Democratic nominees during the 2024 U.S. presidential campaigns, focusing on the discursive techniques used to appeal to partisan bases and shape voter perceptions. Grounded in Van Dijk’s Ideological Square—a theoretical framework for analyzing how language constructs ideological divides—the research investigated the role of positive self-presentation, negative other-presentation, and the strategic framing of political ideologies in the construction of party identity. A mixed-methods approach, combining both quantitative analysis of discourse patterns and qualitative examination of rhetorical strategies, uncovered the distinctive ways each party uses language to reinforce ideological commitments and polarize the electorate. The findings reveal significant differences in how Republicans and Democrats position themselves and their opponents, with Republicans often employing fear-based rhetoric, in-group/out-group distinctions, and a focus on "threat" narratives. In contrast, Democrats tend to emphasize unity, inclusivity, and collective responsibility, though occasionally at the risk of alienating moderates or dissenting voices within their own ranks. The study also highlights the growing role of digital media and algorithm-driven communication, demonstrating how technological platforms have amplified the impact of these rhetorical strategies, especially in the form of targeted misinformation and tailored inclusivity messages. The implications of the study extend to the fields of sociolinguistics, political communication, and media studies, emphasizing how language shapes ideological alignment, reinforces social divisions, and influences democratic processes in the digital age.

Task-based language assessment (TBLA) is a framework for language testing that takes the task as the fundamental unit for assessment and testing. This study was designed to investigate the impact of TBLA on Iranian Male and Female EFL learners’ idiomatic knowledge. To fulfill the objective, 40 learners ranging from 18 to 25 in age and studying at Bayan English Institute in Rasht, Iran, were selected from among 100 participants based on their performance on quick placement test (QPT). The study employed a true-experimental design in which the participants were randomly assigned to two experimental groups and two control groups. First, a pretest of idioms was administered. Then, the experimental groups received a sixteen-session treatment that was the treatment of Task-Based Assessment. Meanwhile, the control groups received a sixteen-session placebo. A posttest of idioms was then administered to all the participants. The use of UNIANOVA revealed that the experimental groups outperformed the control groups in learning idioms. Based on the findings of the present study, all stakeholders, particularly material developers and teachers are proposed to include idioms in language teaching so that remarkable opportunities for improving idiomatic knowledge among learners would be provided.

This study aimed to compare the effects of Automated Writing Evaluation Feedback (AWEF) and Peer Feedback (PF) on the development of self-regulation in writing among Iranian English as a Foreign Language (EFL) learners. The participants consisted of 58 intermediate-level Persian-speaking English learners, aged 25 to 30, enrolled in two intact IELTS preparation classes at a private language institute in Tehran. The learners were assigned into two experimental groups: one group (n = 30) received peer feedback, while the other (n = 28) received automated feedback through ProWritingAid. To assess the impact of these interventions, data were collected using the Writing Strategies for Self-Regulated Learning Questionnaire (WSSRLQ), semi-structured interviews, and classroom observations. Quantitative analysis using independent samples t-tests revealed significant improvements in self-regulation scores for both groups post-intervention, with the AWEF group showing a significantly greater increase. Qualitative analysis of interview and observation data further supported these findings, indicating that AWEF participants engaged in more structured and proactive revision practices, while PF participants developed greater reflective awareness and emotional resilience through collaborative interaction. Triangulated results confirmed that both feedback types positively influenced self-regulated writing behaviors, with AWEF demonstrating a stronger overall impact.

This study investigates EFL teachers’ perceptions of ChatGPT as a tool for English language instruction, focusing on its perceived benefits, challenges, and pedagogical implications. Using a qualitative phenomenological approach, data were collected through semi-structured interviews with ten EFL teachers currently working in different language-related educational centers in Iran. Participants represented diverse educational contexts, including universities, public schools, and private language centers. Thematic analysis of the interview data revealed that while teachers generally expressed positive attitudes toward ChatGPT, recognizing its flexibility, time-saving capabilities, and potential to enhance students’ writing skills and learner autonomy, they also voiced concerns regarding overreliance, inaccuracies, ethical challenges related to academic dishonesty, and limitations in supporting listening and speaking skills. The findings suggest that ChatGPT is viewed as a supplementary educational tool rather than a replacement for traditional pedagogy. Teachers emphasized the necessity of critical supervision, ethical guidelines, and professional development to ensure effective and responsible integration of AI technologies in EFL instruction. This study contributes to the growing body of research on AI integration in education, offering practical insights for teachers, policymakers, and researchers seeking to harness the potential of AI in language learning while mitigating its challenges.