نشریه پژوهش و نگارش کتب دانشگاهی
سال هفدهم شماره 3 (پیاپی 30، پاییز 1392)

The current study examined the general Persian L1 and English L2 textbooks used in different levels of education in Iran in order to examine how they were rhetorically organized in these textbooks. For this purpose, more than 100 opinion and argumentative/informational sample texts in both English and Persian textbooks----- were analyzed. The rhetorical analysis of the English texts in English textbooks ------- revealed that almost all of the essays followed the three-part structure of introduction-body-conclusion (IBC) and their pervasive pattern was the deductive pattern (i. e. the main idea is stated at the outset of a text). Regarding the Persian texts, the analysis showed that some texts didnt follow the three-part structure of IBC and opinion statement was presented variously among the essays. Though deductive pattern was the most pervasive pattern found in the Persian textbooks similar to the English texts, and according to the principles of Persian rhetoric the lack of preview statement in the sample texts implied that still, there is a culturally situated interpretation about deduction in Persian L1 textbooks.

This study, conducted in two stages, investigates the effects versus effectiveness of second language instruction (De Graaff & Housen, 2009). Specifically, it analyzes the effect of instruction manner (indirect versus direct correction) on the learner's written lexico-grammatical errors and investigates the effectiveness of such an instruction on learning similar subjects. To that end, a pseudo-longitudinal (Kellerman, 1989) study was designed and the errors in the argumentative writings of 52 Iranian EFL learners of three proficiency levels were identified and classified and then the students were treated with indirect and direct corrective feedback (CF) over a period of six months to see if the feedback types would reduce those errors. The results show that although providing learners with the CF could lead to a reduction of the errors, direct feedback proved to be a more effective strategy. Moreover, t-test results demonstrated that the short-term impact of the CF could not last over time, a finding that confirms Truscott's (2004, 2007; 2009) claims that error correction does not have a positive effect on the development of L2 writing accuracy. The study suggests that provision of corrective feedback can merely bring about superficial and temporary changes to L2 learner's performance, not to their underlying competence and that L2 learners need extensive and sustained meaningful exposure and practice to improve their writing. Teachers need to take a more fine-tuned approach to written corrective feedback and realize that the effectiveness of corrective feedback depends on multiple factors such as error types, feedback characteristics, the learner, the teacher, and the learning context.

This article aims to study the impact of local cohesion and global cohesion on the improvement of high school student's comprehension. The subjects consisted of 240 third-grade high school students who were selected randomly by multistage sampling method. Participants were randomly assigned to four 60-member groups. There were 4 versions of a text that have been differentiated from a cohesive point of view, including LL-HGC,1 HL-LGC,2 LLGC,3 and HLGC4. Each group read one of these versions. After a pre-test, the students have read the experimental text for 30 minutes and at the final stage, a post-test was taken to evaluate their comprehension. A covariance analysis was applied to compare the comprehension of students. The results show that the comprehension scores of those who read the HLGC version were significantly higher than that of the readers of LLGC version (p<0.001). Moreover, the mean scores of those who read the LL-HGC version were significantly lower than that of the readers of HLGC version (p=0.006). Therefore, HLGC, HLLGC, and LL-HGC versions respectively have the most positive effects on the comprehension of the students, and finally, LLGC version stands at the end of this list.

This study aims to investigate the viewpoints of non-Iranian students about the quality of university textbooks and resources and services of Tehran University libraries. The research population consisted of 900 non-Iranian students, among them 281 students were selected through random sampling. Research method was analytical survey, and data collection tool was a questionnaire. The results indicated that the expectations of non-Iranian students from university textbooks and library resources with a mean difference of -0/36 to the resources in their respective countries, have not been met. The findings in relation to library services (with a mean difference of -0/18) and the availability of equipment (with a mean difference of -0/1) also suggest that the expectations of non-Iranian students have not been met. Location and space are the only factors that met the expectations of non-Iranian students with a mean difference of 1.1. Enrichment of library books and resources, as well as providing special services to non-Iranian students, and improving communication skills of librarians in order to make a better communication with non-Iranian students are some of the suggestions of this research.

In order to inform national authorities of publication, including publishers, about publishing academic e-books, this research identifies the authors, journals, various remarkable e-books as well as co-authorship networks, and introduces the main beneficiaries of e-books. This study uses survey methodology, scientometric approach, and NodeXL software. Research population includes all the published articles on e-book studies that are present in EBSCO database in years between 2005-2011. Results show that most of the authors of this field have presented just one article, and the co-authorship network of this field is characterized by low coherence (0.007). Publishing Research Quarterly and Serials have been identified as the central journals since they include the largest number of articles in this field. Among the authors of the articles of this field, Falter, Guilmett, Harland, Hogan, Marker, and Plante have written most of the relevant articles. The six beneficiaries of this field, relying the analysis of the relevant published works are: user, publisher, aggregator, vendor, library, and author. The results of this research are consistent with Bradford law as well as Lutka law. Regarding the research authenticity, it seems that this article is the first study that deals with co-authorship network of ebooks and its importance in an international level.

With the growth of the Internet and its increasing influence on the all dimensions of life, many educated people consider the entrepreneurship in digital environment (digital entrepreneurship) as a unique opportunity. On the other hand, the rising number of universities and students has provided the educational organizations with great knowledgeable human resources. With the development of academic content and teachers’ attitudes, the policy makers of higher education around the world have grasped this opportunity to improve the economic and social status of their relevant countries. Therefore, the present study examines the effect of academic content and teacher's entrepreneurial attitudes on the entrepreneurial characteristics of individual students and their digital entrepreneurial orientation. By using a questionnaire, Structural Equation Modeling, and Smart PLS2 application, the researchers tested the sample population that included 387 students of the University of Guilan who were studying in various courses and grades. The results show that the academic content as well as the teacher's attitudes towards the digitalization of business context have a direct impact on entrepreneurial characteristics of students and their orientation toward digital entrepreneurship.