فصلنامه فناوری آموزش
سال هجدهم شماره 1 (پیاپی 69، زمستان 1402)

Although Machine Translation (MT) is extensively researched within the field of Artificial Intelligence (AI) and translation studies, few studies have attempted to implement MT output in foreign language teaching (FLT). One potential aspect of using MT in FLT refers to the implementation of MT output for reading comprehension. Considering the existing gap in the body of research on this issue, the present study aimed to investigate whether MT output is qualified enough to be used as an aid in EAP reading comprehension courses. More specifically, this study intended to benchmark the efficacy of MT output for EAP reading comprehension courses based on the data obtained from testing its comprehensibility and probing the students’ perceptions. To achieve the objectives of the study, MT was operationally defined as quality assessment in terms of output efficacy, a combination of usability and comprehensibility, which mirrors the ultimate goal of MT use in EAP reading comprehension courses, from the users' or target readers’ standpoint. Within this perspective, the current research was an attempt to assess the quality of MT output in terms of comprehensibility and the degree to which MT output might be comprehensible to the EAP students participating in this study.

The participants of the study, 140 Iranian undergraduate university students majoring in the field of education at Farhangian University, Iran, were selected based on simple random sampling. Oxford Quick Placement Test was used to homogenize them in terms of English proficiency. Two versions of a reliable reading comprehension test, human translation (HT) and Machine Translation (MT), were given to. This test included 25 multiple-choice items, assessing the participants' literal comprehension of information stated in the passage as well as higher-order comprehension that required making inferences and conclusions. In particular, the items measured textual coherence, inference, reference, scanning, skimming, and word-meaning inference. To test the reliability of the tests, the KR-21 formula was applied and the results showed that both HT test (.83) and MT test (.78) were reliable. To investigate the perceptions of the participants on the efficacy of the MT output they encountered on the test, semi-structured interviews were conducted with some of the participants in Persian. 

With reference to the results of non-parametric tests such as Spearman’s rho, and Mann-Whitney Tests, and considering the observed effect sizes (Cohen’s d), it was revealed that, generally, the efficacy of MT output is comparable to that of HT. Moreover, in terms of reading comprehension sub-skills, the qualities of the two translations were comparable with regard to scanning, and inference, but not skimming and reference. Furthermore, the findings from the interview indicated that the students perceive MT to be a seminal aid for their EAP reading comprehension activities despite the minor problems that exist in the output such as morpho-syntactic errors or inappropriate lexical equivalents.

The present study confirmed the fact that the efficacy of MT output is target-reader-dependent and text-dependent since it is determined both by the characteristics of the readers, such as their disciplines, and text features, as demonstrated by the significant differences in comprehension levels of the same readers measured by the same questions for HT and MT output. Accordingly, this study shed limelight on comprehensibility as a criterion of MT output efficacy; that is to say, it has to be reminded that MT quality needs to be defined as a context-bound and target-reader-specific concept.

The essence of Problem-based Learning (PBL) is to find a prêt-à-porter solution to a problem, which is also known as scenario. Several features differentiate this teaching methodology from other typical approaches in language teaching contexts. In order to reinforce the association between learners’ construction of the required knowledge to solve an ill-structured problem when assessing different possible solutions and attempting to find an acceptable solution, learners need to collect necessary information mostly on their own with the help of a teacher as a facilitator. PBL can also be considered as a potentially useful approach to language teaching and learning, especially with regard to productive skills in which leaners practice more fluently if they experience more involvement in the learning process. The PBL also contributes to learners and learning psychological aspects.  Despite the generally acknowledged benefits of PBL, it has not been commonly used, especially in foreign language learning contexts. One reason for this may have been concerns about how the method might affect foreign language learners’ feeling of anxiety, self-efficacy and willingness to communicate.  The major objective of this study was to bridge the gap in our understanding of how the implementation of the PBL approach affects English as a Foreign Language (EFL) learners’ psychological factors of willingness to communicate, self-efficacy, and classroom anxiety.

Ninety pre-intermediate EFL students were selected according to the Oxford Placement Test (OPT) and purposeful sampling method. They were randomly assigned into 3 groups of online PBL, face-to-face PBL, and control group with 30 learners in each. Students in both online PBL and face-to-face PBL classes embarked on a 10-session speaking course according to the framework of the PBL approach. Meanwhile, the control group received speaking instruction based on a conventional method other than the PBL. Three questionnaires of Willingness to Communicate (WTC), English self-efficacy, and foreign language classroom anxiety scale were administered before and after the course to all participants. Analysis of covariance (ANCOVA) was employed to analyze the data.

Results showed that EFL learners in the online and face-to-face PBL classes outperformed those in the control group in their WTC and self-efficacy. In addition, learners in the online and face-to-face PBL groups meaningfully experienced a lower level of classroom anxiety compared with the control group.

The findings of the present study suggest that the PBL approach efficiently motivates learners to communicate and interact within the classroom context. In addition, learners in the online and conventional PBL groups felt more self-determining and responsible for their learning as a result of feeling more comfortable in the learning environment. Results also shed light on the idea that due to the experiential aspect of PBL, when learners explore the solutions to the problem/scenario and discuss them with others, that forms an environment with a minimized classroom speaking anxiety. Implications are also discussed at the end of the study.

Technology has been hugely integrated into foreign language classrooms and teachers are expected to take a proper position toward using it. Aside from extrinsic factors such as time, equipment, and training, there are also intrinsic factors residing within the teachers like beliefs, teaching experience, and willingness to use technology that can predict their perceptions toward integrating technology in the class. The latter seems to be the reason why teachers do not pay due attention to effectively integrating technology into their practice which is still insufficiently explored. This study aims to investigate the relationship between teachers’ professional identity and their perceptions toward Information and Communication Technologies (ICTs) among Iranian EFL teachers and the practices, challenges, and solutions they consider.

In this mixed-methods research, out of all Iranian EFL teachers working in universities, language institutes, and schools, 174 were selected using convenience sampling. In the quantitative phase, the participants completed two questionnaires, i.e.,  Teachers’ Professional Identity and Perceptions toward using ICTs. In the qualitative phase, 39 teachers with high levels of perceptions toward using ICTs who were selected to adopt purposeful sampling answered a structured interview. A standard multiple linear regression and frequency analysis were conducted to analyze the data in the quantitative and qualitative phases, respectively.   

The results of standard multiple linear regression revealed that professional identity is a strong predictor of ICT use. Teaching experience, however, is not a determiner in this respect. Also, the result of the triangulation of the data from the survey and the interview showed no corroboration. The qualitative data analysis also indicated several common technological practices of teachers in their classrooms. The teachers’ major challenges were categorized as teacher-related (e.g., lack of ICT literacy and professional training; lack of self-confidence and confronting technical difficulties; difficulty in class time management; and preparing technology-based materials), learner-related (e.g., lack of knowledge and being unfamiliar with ICTs; technology as a source of distraction; lack of interest in using technology and cooperation), and institution-related (e.g., weak internet connection; the unfamiliarity of the managers with the concept and denial of advantages of technology; their unsupportive behavior; traditional educational systems and policies; and lack of budget, facilities and equipment). They further suggested some solutions to address the technology-integration issues. They were three types: Solutions that can be handled by the teachers (e.g., increasing their own technological knowledge; being more disciplined, organized, patient, and self-confident; dedicating enough time and attention to their students’ needs and selecting appropriate technologies for learners with differing learning styles, age, and interests; and supporting each other in handling technical difficulties). Other solutions can be managed by the institutions (e.g., providing up-to-date facilities and technological tools; holding training courses, workshops, and seminars to increase technological literacy; encouraging and supporting teachers in applying technologies and being innovative). Some other solutions offered by teachers can be addressed by policymakers (e.g., allocating the budget to the institutes and educational centers to provide appropriate technological equipment and high-speed broadband Wi-Fi).

The results of this study clearly demonstrated that high professional identity with all its components (i.e., subject matter, pedagogical, didactic) can positively influence the application of technology in class. Out of these three, teachers’ didactical expertise showed a more significant role. This implies that managers and directors of study, besides equipping the educational centers and facilitating access to technology in class, are expected to provide teachers with pre-service and in-service training courses to empower them to be experts in teaching skills and strategies. Raising teachers’ awareness about other aspects of professional teachers such as professional ethics/values and their knowledge base is also recommended. These challenges did not very much contradict those that resulted in similar studies in other parts of the world. Despite these problems, teachers continue practicing technology in their classes using a variety of ways like using software and applications, gadgets and tech tools, and the internet as the major source of any technology-integrated activity. The results of this study could be more generalizable if more volunteers from all around the country took part in it.

The changes in the new world, due to social, cultural, and the development of information and communication technologies (ICTs), have led to a modification in the objectives and educational approaches to align with the changes occurring in the learners' environment. One of the new approaches that has received attention in teaching and learning to acquire 21st-century skills is peer assessment. This study examined the impact of web-based peer assessment on the self-directed learning skills of educational sciences students at Arak University.

Researchers employed a quasi-experimental research method with a pre-test-post-test design and included a control group in the study. The target population consisted of all educational sciences students in the academic year 2022-2023 at Arak University (178 students), from which 32 participants were selected through the convenience sampling method and assigned randomly into two groups: experimental and control. To gather data for the study, the researchers utilized the Self-directed Learning Readiness Questionnaire, which comprised 40 items and three subscales: self-management, desire for learning, and self-control. The questionnaire was administered before and after the course. During the 10 sessions, web-based peer assessment was integrated into the training process in the experimental group. In this way, courses, students, and the instructor were defined in the Learning Management System (LMS) of Arak University. After each teaching session, the teacher added an activity (peer assessment) in the system, in such a way that the students did homework related to the subject of the lesson. The teaching approach in both the experimental and control groups involved the teacher following a lesson plan and allowing the learners to ask questions during the teaching process. However, there was a difference in how the two groups were assessed. In the experimental group, peer assessment was utilized, where students reviewed and assessed their classmates' assignments. On the other hand, the control group followed a conventional evaluation method. In the classroom, the teacher delivered lessons and assigned homework to the students. The students needed to complete the assignments and submit them to the teacher for assessment. The teacher reviewed the student’s homework in each session and provided feedback. Statistical analyses, including descriptive statistics (i.e., mean and standard deviation), as well as inferential statistics (i.e., Analysis of Covariance), were employed to analyze the data.

The findings indicated that peer assessment training had a notable impact on self-directed learning skills and their sub-scales, including self-management, desire for learning, and self-control (p<0.5).

Based on the findings of this research, utilizing peer assessment can serve as an effective approach to enhance students' self-directed learning abilities, a crucial skill for learners in the 21st century. However, the successful implementation of peer assessment requires certain conditions that teachers should consider. These include having an appropriate e-learning platform, the instructor's formulation of assessment criteria, and providing proper guidance to learners acting as evaluators. It is important to note that the implementation of peer assessment comes with its own set of challenges, which should be thoroughly explored in studies examining its different aspects.

Geometric transformations have played a crucial role throughout history in various aspects of human life. Symmetry is one of the important concepts in school mathematics. Students' academic performance is intricately connected to the knowledge and skills of their educators. Recognizing the importance of prospective teachers )PTs( as future educators, in the initial stage, the aim of this research is to assess and analyze the levels of geometric thinking among prospective elementary teachers )PETs( utilizing Van Hiele's theory. Subsequently, the research seeks to delve into the thinking process and gaze patterns of prospective mathematics education teachers (PMETs) using the cognitive science method of eye tracking.

This study focuses on investigating and evaluating the thinking of geometric transformations and problem-solving skills among prospective teachers (PTs(. The research method employed a combined survey method, encompassing two distinct tests conducted on two groups of PTs. The accessible statistical sample includes 50 participating PETs and 21 participating PEMTs from Iran. The PETs of Farhangian University of Isfahan were divided into two groups: 42 students who had not learned the concept of geometric transformations in their undergraduate program (NPGT), and 8 students who had learned this concept in their undergraduate program )PGT). To assess the level of geometric thinking among participants, a self-made geometric test based on Van Hiele’s theory was utilized. The test reliability was assessed using Cronbach's alpha coefficient, which yielded a value of 0.68. Additionally, the validity of the test has been confirmed by some professors. In evaluating geometric thinking, a cognitive science method was performed. This method involved designing a psychophysical experiment and recording eye movements of the PMETs. The psychophysical experiment part was conducted in the computer laboratory of Shahid Rajaee Teacher Training University, Tehran, and was performed by Eyelink device and MATLAB software on student teachers of mathematics education of this university.

The results of the research show that students recognize the shape with symmetry as a symmetrical shape, but they perform poorly in determining the type of symmetry of symmetrical shapes, especially when a shape has rotational symmetry or oblique axial symmetry or a combination of several types of symmetry. In the first stage, the evaluation of PETs responses showed that 34% of them were in the first level and 18% in the second level of Van Hiele. The cognitive findings revealed that PMETs demonstrated superior performance in recognizing symmetries characterized by a single type of symmetry, in contrast to shapes involving combinations of various symmetries. Examining the recorded eye-tracking images of the students revealed a difference in gaze patterns between the groups that gave correct and incorrect answers. In addition, this difference is also evident among images with different symmetries (reflection, central, rotational).

The current research confirms the weakness of students in identifying the type of symmetry in symmetrical shapes. It also emphasizes the need to pay more attention to the training of PTs during their academic years. To address this, it is suggested to revise the curriculum concerning geometric transformations in the university courses for PTs training, additionally, the utilization of software such as Augmented Reality (AR) and GeoGebra can .contribute to enhancing cognitive and visual abilities of PTs in comprehending the concept of symmetry

The ever-changing and enigmatic future is taking form through a continuous wave of worldwide trends, advancements, and revolutionary ideas. Moreover, the rapid spread of the coronavirus and subsequent lockdown measures have accelerated the pace of technological advancements, significantly impacting multiple facets of our existence, employment, and connections. In the realm of learning, there has been an astounding and rapid transition from conventional classrooms to virtual platforms and groundbreaking advancements. Consequently, it becomes imperative for mankind to acknowledge and evaluate the profound influence of these developments, specifically within the domain of education. This innovative research project seeks to investigate the impressive capabilities of metaverse technology in addressing an unforeseen hurdle. Its main aim is to examine the deep influence of extended reality technologies on future education and assess if incorporating metaverse technology in learning will transform the higher education, generating notable progress and enhancing the quality of instruction.

The study aimed to comprehensively understand the research topic and its context by gaining insight into the participants’ perspectives and experiences. To achieve this, a qualitative research was used with 63 purposefully selected participants. The participants included Iranian male and female EFL university professors, EFL university students, educational technology specialists, and futurists in science and technology. Data was collected by conducting focused-group discussions and episodic narrative interviews, as well as utilizing narrative inquiry methods on the Telegram network. Data collection continued until saturation was achieved, resulting in 25 participants for interviews and 38 individuals for narrative inquiry. To analyze the data and identify recurring themes, thematic analysis was conducted, involving initial coding, focused coding, and axial coding.

Findings revealed that metaverse technology plays a crucial role in the field of education and has a significant influence on higher education. Surprisingly, while analyzing the data, four main categories were identified, surpassing initial expectations. These categories include: 1) Empowering experiences: XR heightens sense of immersion, presence, and agency; 2) The immersive power of XR: Boosting enjoyment, interest, motivation, and self-efficacy; 3) Exploring boundaries of perception: XR triggers the illusion of body ownership and embodiment in virtual environments; and 4) The metamorphosis of the self: XR revolutionizes attitudes, behaviors, cognition, and physical body. Each of these categories represents the impacts of metaverse on future education. Understanding and embracing XR’s impact on education is vital for educators, as harnessing the metaverse’s potential benefits can greatly enhance teaching and learning experiences through more captivating and immersive environments.

The outcomes of this research carry significant implications for policymakers, educators, managers, leaders, practitioners, and all stakeholders involved in the field of education. They provide valuable insights into global trends, emerging technologies, innovations, and developments, and how they will likely shape the future of higher education. Given the rapid advancements in technology and the ongoing impact of the coronavirus pandemic, it is crucial to embrace these technologies and implement necessary changes in learning and teaching method to improve the quality of education. The hope is that this study will be a trusted source and offer guidance to future generations, helping them meet the evolving requirements of education.

Recognizing the unique requirements of online education is crucial due to its wide spread use. Self-regulation in learning seems essential for this instructional approach, as students and instructors are physically separated. To effectively manage their time, establish goals, and sustain motivation, individuals must adopt practical strategies. Active engagement in the learning process is also vital, requiring students to actively participate, contribute, and engage with instructors and peers. Assessing students' self-regulation and engagement can help educational managers and professors supervise the educational process and implement necessary measures when student participation is lacking. The objective of this study was to investigate how self-regulated learning and engagement contribute to outcomes of leaning as measured in terms of reading comprehension skills of Iranian students in online classrooms.

The study investigated research questions using two questionnaires and a test, namely, the Online self-regulation questionnaire (OSQ), the Online Student Engagement Scale (OSE), and the reading part of the Test of English as a Foreign Language. The self-regulation questionnaire had three constructs with 10 items each, while the engagement questionnaire had four constructs with 19 items. These scales were translated into Persian and sent to 345 students. Out of the 287 returned questionnaires, 21 were excluded due to inattention. The remaining 266 responses, along with their test scores, were analyzed statistically. Both the questionnaires and the language test were administered via the LMS in 2022.

The data underwent a rigorous process of statistical analyses to evaluate reliability, construct validity, and the relationships between variables. These analyses aimed to ensure the accuracy and robustness of the findings. To assess reliability, Cronbach's Alpha coefficients were calculated for three key variables: Engagement, Self-regulation, and Reading. The obtained coefficients were .89, .94, and .86, respectively. These values indicate high levels of internal consistency within each variable, suggesting that the measurement instruments used to assess these constructs were reliable. Construct validity was also examined through Root Mean Square Error of Approximation (RMSEA) values for Engagement, Self-regulation, and Reading. The reported RMSEA values were .08, .07, and .01, respectively. These values fall within an acceptable range, indicating that the measurement models adequately fit the observed data and supported the construct validity of the variables. All three variables (Engagement, Self-regulation, and Reading) exhibited statistically significant t-values, providing strong evidence that students' engagement, self-regulation, and reading ability were deemed satisfactory based on the collected data. The analysis revealed a significant positive correlation between regulatory engagement and reading comprehension. This finding suggests that higher levels of regulatory engagement are associated with better reading comprehension skills among students. Additionally, a regression analysis was conducted to explore the associations between specific factors and reading comprehension. The results indicated that both 'performance' and 'student-student interactions' had strong and positive associations with reading comprehension. The beta coefficients for these variables were 0.25 and 0.21, respectively. This implies that improvements in performance and increased student-student interactions are related to enhanced reading comprehension abilities.

The relationship between regulatory engagement and reading comprehension holds significant implications for educators and policymakers. Understanding this connection is essential to develop effective interventions and instructional approaches aimed at enhancing students' regulatory engagement abilities, ultimately leading to improved reading comprehension outcomes. However, it is important to acknowledge that the study conducted had certain limitations that restricted its scope and prevented a thorough examination of all potential factors influencing reading comprehension skills. To gain a more comprehensive understanding of the topic, future research should explore additional variables beyond regulatory engagement. For instance, considering the influence of cultural background on reading comprehension can provide valuable insights into how diverse learners may approach and interpret texts differently. Similarly, investigating various teaching methods employed in different educational settings can shed light on the effectiveness of specific instructional approaches in promoting reading comprehension. Furthermore, individual cognitive factors such as working memory and attentional control warrant attention in future studies. These cognitive processes play integral roles in reading comprehension, and exploring their impact can help identify strategies to support students with specific cognitive profiles or challenges.

The rapid advancement of computer technology has revolutionized various aspects of work and life, emphasizing the need for training and proper utilization of digital tools. Architectural software has become integral to the design process, enabling architects to explore new methods. However, concerns have arisen regarding the impact of software on creativity and innovation. This study aims to determine the appropriate timing and method for teaching software to architecture students while mitigating the negative effects on creativity. The findings will contribute to the development of more effective software training approaches in architecture schools and design firms. While technology offers benefits such as increased design speed and visualization, a balance between digital tools and traditional methods should be maintained in architectural education.

The study adopts a qualitative approach, involving activities such as observation, interviews, and extensive participation in research activities to obtain firsthand information about the research subject. Qualitative research encompasses various data collection methods such as field research, observation or participation, and in-depth interviews. In the initial phase, the documentary method and library study were employed to establish the theoretical foundations of the research topic. In-depth interviews were conducted to gather information from experts in the field of architectural education. Data analysis involved content analysis, where the components of the collected text were categorized and counted. The independent variables of the research are the correct method and timing of teaching architectural software to students, while the dependent variable is the improvement of students' efficiency and benefit from learning the software. The findings were derived from the analysis of the interview responses and logical reasoning.

The findings of the research indicate that students entering the field of architecture should first develop a solid foundation in hand drawing and design principles before delving into architectural software. Early exposure to software without a proper understanding of architecture can hinder creativity and result in the production of complex forms devoid of purpose and spatial understanding. It is recommended that students establish a strong connection between their hand, eye, and mind through freehand drawing and creative thinking before transitioning to digital software. The concept stage of design is best approached through manual sketches and modeling, while software can be utilized in later stages. Simultaneous teaching of software alongside other architectural subjects may lead to information overload and reduced focus. A progressive and integrated approach to teaching software within the curriculum is suggested to enhance students' practical application of software tools. This research provides insights for developing an effective educational method that prepares students for the job market while fostering their creativity and architectural understanding.

The research findings suggest that students should learn architectural software after developing a foundation in hand drawing and design principles. Starting software training too early can hinder creativity and result in superficial designs. Teaching software alongside other architectural subjects in a progressive and integrated manner is recommended. Practical, project-based training helps students understand software features and promotes lasting learning. Unnecessary software components should be avoided to prevent confusion. Universities should modify their programs to meet students' needs in the job market and provide comprehensive software education.

Educational psychology is one of the core concepts in the area of teaching and learning and plays a key role in any educational context including language instruction. Learners’ mindset (fixed or growth) may have an impact on the learning process and the ubiquitous technology can be of influence in making a change in students’ mindset. Despite the claim that through practice learners can improve in their subjects, many still consider it futile without related innate intelligence. Finding solutions for shifting this detrimental mindset is essential. Therefore, this study aimed to clarify the effect of using gamified and interactive content (H5P) on shifting English learners’ mindset, moving from a fixed mindset into a growth one. Another purpose was to discover the probable relationship between learners’ different General English (GE) levels, the rate of their initial mindset, and the proportion of change induced in their mindset throughout the course.

The participants consisted of 225 students aged 12-13 (111: experimental; 114: control). After conducting a placement test and using Dweck’s (2017) mindset questionnaire to measure their initial mindset, both groups went through a 12-week-long course, receiving similar instruction, except for the teaching phase. While the experimental group’s course was conducted through gamified and interactive content hosted on the Learning Management System, the control group’s was conducted live through web conferencing. Afterward, the learners redid the questionnaire. Data analysis was performed using ANCOVA and ANOVA statistical tests.

To compare the GE levels two by two, a Scheffe test was used, and based on its results, it can be deduced that mindset differences mean for Pre-A1 (p = 0.001), A1 (p = 0.001) and A2 and above (p = 0.025) were all significant. Comparing the mindset differences means between the three English level groups, it can be inferred, however, that the Pre-A1 group was the highest in mindset differences mean, while A2 was the lowest. In other words, the weaker was the students’ level of GE, the higher the amount of change in their mindset type towards a growth one. The findings of the present study showed that the use of gamified interactive content (H5P) in the bichronous format of the LMS can have a significant effect on improving high school EFL learners’ Growth Mindset levels by 39%. The contents, which were provided for students in both gamified and H5P classes, resulted in immediate feedback exchanges, which raised the motivational level and encouraged them to go on with different interactive tasks and activities.

After carrying out the research, the researchers concluded that using gamified and interactive content as part of the learning process could induce a Growth Mindset in learners, higher GE students mostly had higher initial rates of Growth Mindset, and weaker learners experienced greater shifts towards growth. This study can motivate language learners and teachers to utilize gamified and interactive content in online courses and can help educational system policymakers notice more deeply the effect the application of gamification and H5P plugins have on teaching English, which can result in new curriculum development for schools.

In response to the burgeoning significance of environmental and sustainability education, the educational landscape is undergoing rapid transformations, presenting new opportunities for foreign language classrooms to assume a distinctive role in exposing learners to the fundamental concepts and principles of environmental literacy. Drawing on a newly constructed Ecolinguistic computer-assisted language learning (CALL) evaluation scale, this study aims to investigate the implementation of this scale and the interplay between language, centering on an Ecolinguistically-based task that illustrates the interaction between and among the affordance of technology, the teacher participant's pedagogical considerations and their goal of encouraging learner agency in nurturing learners' ecological perspectives, content aspects, and competency of environmental knowledge.

A sequential explanatory mixed-methods design was adopted to implement a newly constructed Ecolinguistic CALL perspective to promote environmental literacy among foreign language learners. Two intact classes, including 30 English foreign language learners, were randomly assigned to investigate the implementation of the subscales. A paired-sample t-test was applied to analyze the quantitative data. As part of implementing the Ecolinguistic scale and qualitative data analysis, the participants were assigned an Ecolinguistically technology-based task and were informed about the fundamental concepts of the subscale domains of environmental literacy using a technology-mediated task. Thematic analysis was run to gain a more robust view of the participants' ecological views.

The study findings unveil a notable and affirmative influence on students' ecological perspectives, as evidenced by the rigorous quantitative data analysis and the participants' thematic analysis reflections. The successful implementation of the Ecolinguistic subscales and the Ecolinguistically-based task significantly bolstered learners' ecological perspectives while concurrently enhancing their comprehension of intricate ecological concepts. These outcomes substantiate the proposition that integrating Ecolinguistic dimensions into technology-mediated pedagogies holds promising potential for cultivating environmental literacy among English foreign language learners.

This research highlights the need to reconceptualize environmental challenges and problematizes the traditional positivist framework underlying mainstream linguistic inquiry. It accentuates the significance of thoughtfully integrating appropriate technologies into language learning environments to enrich students' learning experiences and stimulate motivation that aligns with their individual interests. Moreover, the study underscores the importance of employing practical and cost-effective evaluation techniques to assess students' environmental literacy. The findings yielded by this research endeavor will facilitate and advocate for embracing an eco-dimensional strategy that harmonizes numerous concerns about the volatility of the human habitat and the augmentation of the ecosystem's capacities via the integration of technical concepts, methodologies, and linguistic analysis techniques. This approach endows us with universally applicable to implementing humanitarian endeavors through CALL. It furnishes invaluable perspectives that enrich our comprehension of environmental literacy, thereby bolstering the efficacy of decision-making processes in enhancing our grasp of transformative endeavors within the realms of curriculum design and policy. Several noteworthy limitations warrant consideration. Primarily, the investigation failed to acknowledge the potential ramifications of additional constructs on the subscales of the Ecolinguistic scale. Secondly, the inquiry into the environmental literacy of the participants surpassed the confines of the study's purview. Notwithstanding these limitations, the study's findings and methodologies have propelled our comprehension of environmental literacy to new heights. Nonetheless, further measures are imperative to bolster curriculum design and policy formulation decision-making processes. The study carries substantial implications for pedagogy and academia, encompassing the enhancement of environmental literacy among English as a Foreign Language learners and the cultivation of a comprehensive approach to language acquisition. Additional research is indispensable to delve into the pedagogical preferences of educators, regulate variables, and encompass a more expansive sample size. Educators are strongly encouraged to adopt student-centered, transformative pedagogies while simultaneously ensuring equitable access to technology-driven resources. A thorough understanding of sociolinguistics and a thoughtful consideration of technological affordances also assume pivotal roles in this endeavor.

The central objective of the educational system is to cultivate student success, promote academic progress, and foster meaningful and enjoyable learning experiences. Achieving these aims hinges significantly on student engagement in the learning process, as its absence may lead to academic failure and suboptimal outcomes. Numerous factors influence students' academic engagement quantity and quality, warranting thorough investigation. This need has been accentuated by the widespread implementation of virtual education during the COVID-19 pandemic, which has been associated with declining academic performance and reduced interest in learning among students. In response to this challenge, examining the factors that impact academic engagement, including the support provided by teachers, parents, and classmates, and integrating new technologies that have become integral to the educational landscape is essential. However, utilizing these new technologies also brings unique challenges, notably technology anxiety, wherein students may experience fear and apprehension when confronted with technology-related tasks. The present research explores the relationship between the type of social support and learners' level of academic engagement, considering the mediating and moderating role of technology anxiety. By elucidating such relationships, this study aims to propose innovative and contemporary solutions that effectively harness social support, ultimately ensuring educational success and fostering positive learning experiences amidst the complexities of modern education.

The research adopted a quantitative and survey-correlation methodology. The statistical population comprises 528 eighth-grade high school students (264 girls and 264 boys) from Famnin City during the academic year 2021-2022. Initially determined as 225 individuals using Karajesi and Morgan's table and selected through random cluster sampling, the sample size was later increased to 402 participants (221 girls and 181 boys) to enhance generalizability. The research instruments consist of Reeve's 2013 Academic Engagement Questionnaire, Dimrai and Maleki's 2002 Social Support Questionnaire, and Bandalos and Benson's 1990 Computer Anxiety Questionnaire. Convergent and divergent validity assessed the items' validity, while Cronbach's alpha, combined reliability, and Spearman's tests measured item reliability. The presented model and results were analyzed using structural equations and Spearman's correlation test.

The findings from the structural equations analysis indicate a significant relationship between social support and the extent of student academic engagement mediated by technology anxiety. The social support provided by parents, teachers, and classmates exhibits both direct and indirect effects on students' academic engagement. This support, comprising instrumental, informational, emotional, and evaluative aspects, positively influences students' engagement in various technological aspects, including communication, work success, confidence, and intimacy. Consequently, technology anxiety is reduced, increasing academic engagement across behavioral, cognitive, emotional, and causal dimensions. Furthermore, this positive effect remains evident even when not considering technology anxiety as a mediating factor.

The research findings highlight the crucial and fundamental role of parents, teachers, and classmates in addressing students' challenges, particularly in the realm of technology and its application in education. These key stakeholders can provide essential support to students, facilitating the resolution of technological issues. Recognizing their significant impact, policymakers and educational authorities should harness these valuable resources to enhance the quality of online education. Implementing targeted programs and plans to encourage parents, teachers, and classmates to offer increased social support will ultimately improve the overall learning experience and academic engagement.

The emergence of COVID-19 has brought about a sudden shift to e-learning and virtual platforms. Teachers play a key role in developing e-learning content. Hence, they must be familiar with the theories related to the cognitive constructs and e-learning principles to both facilitate the learning process and enhance the rate of learning and retention among the students. The cognitive load might increase unless the e-learning and experiential content is not developed according to the cognitive load theory, particularly for teaching physics as a field that requires multimodal presentation of the content. This might hinder the students’ learning and retention. In other words, if the principles of cognitive load theory are not observed in the design of electronic and multimedia content of course materials, the learning process will be disturbed and damaged due to the production of additional load beyond the memory capacity of the learners. The current study aimed to develop e-learning content for a concept in physics (e.g. pressure) based on the cognitive load theory. It further attempted to explore its possible impact on the learners’ levels of learning (knowledge, understanding, application) and the degree of their retention.

The study adopted a quasi-experimental pre-test post-test design with an experimental and a control group. The statistical population included all female ninth graders in district 17, Tehran, the capital of Iran. The sample consisted of 120 learners via multistage stratified random sampling procedures. The participants were assigned to experimental and control groups. To gather the required data, a researcher-made test was used and its reliability was calculated via Cronbach’s alpha as 0.85. The students took part in a three-week virtual empirical sciences course comprising six sixty-minute sessions. Before offering the course, the educational objectives of chapter 8 of the empirical sciences textbook in the ninth grade related to the subject “pressure” were determined using the teacher’s manual and eliciting the experienced sciences and physics teachers’ expert comments. Then, their level of cognitive processing was identified based on Bloom’s taxonomy. The objectives were categorized into three groups of knowledge, understanding, and application. To analyze the data, analysis of covariance and an independent samples t-test were used via SPSS (20.00).

The results of the analysis of covariance for learning levels (knowledge, understanding, and application) demonstrated that developing e-learning materials based on the cognitive load theory enhanced the learners’ levels of learning in the experimental group compared to those in the control group (P < 0.05). Moreover, the results of an independent samples t-test for the delayed post-test revealed a significant difference between the participants in experimental and control groups in terms of their degree of retention (P < 0.01).

 The findings implied that considering the principles of the cognitive load theory in developing e-learning materials for physics would positively influence the learners’ levels of learning and their degree of retention. Therefore, it is recommended to designers of e-learning content to consider the principles of cognitive load theory in the design and production of their content.

Regarding the fact that most of the submitted official documents are written in or translated into English, all English for Specific Purposes (ESP) learners are not only required to learn professional knowledge but also need to know English technical vocabulary in their field of study. Therefore, enhancing technical vocabulary competence (VC) is one of the aims defined by ESP learners. In this new digital era, various techniques facilitate vocabulary learning via using Information and Communication Technology. Due to the advent of technology and the developmental trend of learning, learners are provided with the opportunity to use online and mobile applications in a very wide range to develop their English vocabulary knowledge. Accordingly, this study was an attempt to explore the effect of using Google Docs on ESP students' vocabulary learning. The research also intended to find out the learners' perceptions toward using Google Docs on learning and practicing target technical vocabulary.

To this end, a quasi-experimental research design was employed for gathering both quantitative and qualitative data. In this regard, 40 Iranian ESP nursing learners who were randomly allocated into an experimental (n=20) and a control group (n=20) participated in this study. The learners in the control group were asked to use their personal traditional techniques for learning technical vocabulary, while the experimental group was assigned to use Google Docs for vocabulary learning. Four data-gathering instruments were utilized; first, an Oxford Placement Test (OPT) was employed for homogenizing the participants. Second, each group underwent a pretest and a posttest to assess their learning of the assigned vocabulary lessons. Then, a survey was conducted among the experimental group to investigate learners' motivation about learning technical vocabulary through using Google Docs. Lastly, a semi-structured interview was employed with the experimental group to explore their thoughts and perceptions toward using Google Docs. A series of t-tests, including two paired sample t-tests and one independent samples t-test were employed to compare the performance of the two groups in terms of learning technical vocabulary.

Subsequent to validating the assumption of normality, the results of an independent samples t-test revealed that there was a significant difference between the students of the experimental and control groups on post-test scores. The obtained data revealed that both experimental and control groups were able to improve their vocabulary learning successfully. However, comparing the two groups showed that the experimental group performed significantly better than their counterparts in the control group who used their practical traditional techniques for learning specialized vocabulary in ESP courses. Additionally, face-to-face semi-structured interview results uncovered that the experimental group learners had positive perceptions toward using Google Docs for learning technical vocabulary.

Counting on the integration of technology into the curriculum of learning/ teaching ESP, it was concluded that Google Docs was an effective website tool that boosts, engages, and motivates learners to expand their technical vocabulary learning. Based on the limitation of the research, it is suggested to conduct a similar study with both male and female ESP learners, and also with a larger sample. The results of this research contain considerable implications for ESP instructors and learners and also curriculum and syllabus designers. Incorporating ICT into ESP education has revolutionized and changed the method by which ESP material developers construct ESP materials. So, findings can be implemented in any educational contexts as well as other languages.

The use of digital technology for teaching and learning has been discussed for decades, but now and in the post-Corona era, due to the problems of the COVID-19 pandemic, it has become the focus of many educational institutions. The effect of COVID-19, in a short period, brought about a huge change in the way of education and learning and even completely blocked some educational activities. As a result, education administrators have turned to other alternatives to replace face-to-face or traditional learning. Virtual education is one of the very important and serious programs proposed and carried out by educational institutions in that era, now and in the post-Corona period. The quality of designing and providing virtual education, like face-to-face education, depends on several inputs such as the teacher, learner, technological tools and education design, financial resources system, educational policies, and so on. Among the listed factors, the lecturers of these courses are of special importance. Therefore, according to the change in the teachers’ role, their previous skills can no longer be answered, and teachers, in addition to acquiring the necessary skills in the traditional learning environment, need empowerment in various fields, which is the most important step in achieving this important identification. Today, few universities can improve and develop without providing training courses to empower their faculty members, and this is doubly important in the post-Corona period when universities place a lot of emphasis on virtual education. This is because in the Corona and post-Corona period the emphasis on virtual education in higher education and increasing its use, requires special knowledge, skills, and abilities for professors To achieve this, identifying the skills of lecturers in virtual education, it seems essential and paying attention to these skills will lead to the growth of professors and as a result, improve the quality of virtual education. In particular, there is no significant study for the post-Corona period in the context of the research topic, and there is no study on identifying and explaining the teaching skills of teachers for virtual education using the methods of content analysis and fuzzy Delphi. Therefore, the present study aims to identify and explain the skills of academic staff members in virtual education in the post-Corona period in a precise manner using the approaches of content analysis and fuzzy Delphi and presenting a conceptual model.

This research is an applied and descriptive research and the combined research methods of interview, content analysis, and fuzzy Delphi were used to collect and analyze information. The statistical population of the research is 20 experts and professors of the Shahid Bahonar University of Kerman. Data were collected through in-depth and semi-structured interviews. Then, all the interviews were analyzed with the method of content analysis, and the skills were extracted and identified. Then, skills were refined and explained in four survey stages using the fuzzy Delphi method.

In the interview with the experts, two main questions were used to measure the skills and competencies of academic staff members for virtual education in the post-Corona period. The results of the qualitative section included 452 initial codes, which were reduced to 31 main codes and five main categories after data reduction and merging overlapping terms. These five main classes include moral-social, technical-technological, educational-learning, individual-managerial, and supervisory-supportive skills. Then, with a questionnaire, 31 identified skills were examined for refinement and confirmation in four stages. By examining the skills, the experts approved all of them with the fuzzy Delphi approach.

In this study, it was determined that 31 skills are considered for virtual education teachers. In the meantime, we can safely say that 12 skills of social facilitation and appropriate counseling, conflict management, professional and ethical commitment, strategies and applications of learning theories, scholarly and research skills and knowledge sharing, skills to facilitate the teaching process, online lectures, encouraging and motivational skills, administrative and operational organizational skills, maintaining communication with students after completing the course, feedback, and monitoring learning activities, which were approved in the first round of the fuzzy Delphi method, are the most important skills of virtual education. Therefore, more emphasis should be placed on these skills in the post-Corona era in virtual courses.

Background and Objectives:

 Today, technology has an important role to play in regulating society's lifestyle. People's lives are dominated by an information environment because of rapid technological progress in computers, the Internet, and smartphones. Information and communication technology (ICT) is a special branch of IT facilitating access to information. ICT can help to improve teachers' teaching experiences and prepare them for the demands of the 21st century. To be effective in the use of ICT, teachers are required to have adequate self-efficacy teaching skills. ICT self-efficacy is the concept of an individual's belief that he or she can use information and communication technologies for specific tasks. The skills of information literacy and digital literacy are required for teachers to develop their own ability to use ICT. With this consideration, the relationship between information literacy and digital literacy of preservice teachers and their ability to use ICT for learning purposes is investigated in this study.

In this study, a survey research design was employed as the methodology. Data were collected using online questionnaires, and the collected data were analyzed using Confirmatory Factor Analysis (CFA). To gather data for this study, an online survey comprising two questionnaires was administered to students enrolled in teacher training programs at Farhangian University in Zanjan, Iran in 2023. One of the frameworks used as a questionnaire was rigorously developed and validated by Pinto and Markauskaite et al., while the other one was taken from the Global Framework of Reference on Digital Literacy Skills. Participants were chosen from study groups which were selected through stratified cluster sampling. Out of 1700 preservice teachers in two branches of Farhangian University (Alzahra and Shahid Beheshti), 313 preservice teachers were selected as the representatives (which was calculated based on the Morgan Table). To investigate the correlation between latent variables, survey data have been analyzed using CFA. For the evaluation of the proposed framework, structural equation modeling (SEM) was also used.

The outcomes of the CFA and SEM analysis revealed that how pre-service teachers perceive their information literacy directly and positively affects their perception of digital literacy. Additionally, the results showed that pre-service teachers' perceived information literacy has a direct and positive influence on their self-confidence in using ICT for teaching, also known as ICT self-efficacy. Furthermore, the research findings indicated that the way pre-service teachers perceive their digital literacy directly and positively impacts their self-confidence in utilizing ICT for teaching. However, when compared to perceived digital literacy, the perceived information literacy of preservice teachers has a more pronounced effect on their ICT self-efficacy in the context of teaching.

The research findings emphasize the importance of giving priority to the development of information literacy and digital literacy skills for pre-service teachers in the field of education. This is because these skills are strongly correlated with higher levels of ICT self-efficacy. The study also underscores the necessity for teacher training and professional development programs that specifically target the enhancement of information literacy and digital literacy. By focusing on these literacies, such programs have the potential to improve preservice teachers' ICT self-efficacy in teaching and enhance the effective utilization of ICT in educational settings.