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This study aimed to unravel the EFL students’ technology acceptance toward implementing Technology-Mediated Syntax Learning (TMSL) and unveil its impact on EFL students' learning autonomy and English Syntax (ES) learning achievement. Therefore, the quantitative study was operated through descriptive analysis and pre-experimental design. The descriptive analysis was done to scrutinize the EFL students' technology acceptance and learning autonomy toward implementing TMSL. The pre-experimental study was conducted to know the effect of TMSL implementation on ES learning achievement. The participants of this study were 121 students who joined the English Syntax course in the English Education Department, Faculty of Education and Teachers Training at a public university in West Nusa Tenggara Province, Indonesia. The results showed that the participants highly accepted TMSL and depicted high learning autonomy scores. The statistical calculation proved significant differences between participants' ES Pre-test and Post-test scores, meaning that TMSL implementation significantly affected ES learning achievement. However, previous studies' distinct results of technology acceptance and autonomy analysis suggest further investigation, including applying different research approaches. Hence, this study suggests that a technology integration model gains positive output and outcome for the EFL learning context.
 

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This research aimed to compare the perceived motivational climate of judokas and basketball players in the Iranian Premier League, which was carried out using a comparative research method. The statistical population of the research was all the judokas of the Iranian Premier League (9 teams and 18 judokas on each team) and all the Iranian Premier League basketball players (9 teams and 18 basketball players on each team). They competed in the Premier League competitions in 2014. The present research considered the statistical sample based on Morgan's sample size table for judokas (n=83) and basketball players (n=102).In order to conduct data collection, a demographic form and motivational climate questionnaire (PMCSQ) were used. Descriptive statistics were used to analyze the data, and an independent t-test was used to compare the two sports at a significant level (p≤0.05). The results showed a difference between the perceived motivational climate of judokas and basketball players of the Iranian Premier League (p≤0.05). Furthermore, the results showed that the performance Climate in judokas was higher than in basketball players (p≤0.05), but the skill motivational Climate in basketball players was higher than in judokas (p≤0.05). In general, it can be concluded that the type of sport is an important factor in the type of perceived motivational climate.
 

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Autonomy support environments and Job involvement among University of Tehran’s employees: The mediating role of Basic psychological needs. As feedback and an important variable in enhancing an organization’s effectiveness, job involvement causes and consequences recognition is of great importance to managers, and an ultimate goal for organizational behavior management. Considering the importance of self-motivation in job involvement, it is necessary to illuminate job involvement through a motivation theory, for instance: self-determination theory. This theory states that work conditions which allow basic psychological needs fulfillment, pave the way for job involvement. Little research studying the relationship between these needs’ fulfillment and employees’ job involvement have been conducted, which calls for more research on this subject. This research is based on a correlation analysis, utilizing structure equation modeling methods. The Statistical population studied here is all of Tehran University’s employees, through which 113 people have been randomly chosen. Research findings show that autonomy support environments have a significant effect on fulfilling mental needs (0.6) , and that mental needs fulfillment, in turn, has a direct significant effect on job involvement (0.54). Moreover, indirect effects of autonomy support on job involvement’s significance (0.33), indicates the intermediary role of mental needs fulfillment in relation to these two variables.

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The main purpose of this study was to determine the degree of using cognitive learning and strategies of learning by Iranian French Language Learners. Furthermore, it aimed at determining the effect of using cognitive strategies on learner autonomy. In doing so, a questionnaire of 12 questions was filled in by 38 post-graduate students of TMU. The frequency of utilization of cognitive strategies including summarizing, memorizing, guessing the meaning of words, repetition, extra-curricular practicing, learning through comparative reasoning, note taking, using mnemo techniques, paraphrasing, review and research is studied. The results of Freidman test showed that the difference between the mean ranks was significant, and the most frequent strategies were note-taking (76.3%), guessing the meaning (75.65%), and elaboration (71.71%). In general, the results showed that among the cognitive strategies, there was almost a correlation between documentary research and extra-curricular activities. There was also a positive correlation with autonomy(58%).

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Hosseini Beheshti.S.A. ,PH.D.
Abniki., H.
Abstract:
 
Paul Ricoeur, French thinker, gives priority to the text itself in his literary hermeneutics and is categorized in the text-centered group. He puts forward this key question in his theory if a literary text has semantic autonomy. He believes that the text has semantic autonomy based on three dimensions of  1) Author’s intention ,2) Primary reader and 3) Social-historical circumstances of the text production. According to this interpretation, the text is an array of words having meaning and the consciousness and intent of author and it’s social-historical conditions haven’t any role in formation of it’s meaning. It should be mentioned that there has been too controversies over this matter, that is, semantic autonomy of text, that each of controversies has noted to special dimension of it. One of these controversies is the subject of this essay, that is going to see to Paul Ricoeur’s literary and text-centered hermeneutics from the view of it’s function for interpretation of political novel. Therefore, in this essay, the existing political concepts in the political novel are important. The concepts like power, authority, and etc, that can make Ricoeur’s text model fragile, because Ricoeur’s work doesn’t provide a framework for interpretation of the political texts, in general, and political novel, in particular, by virtue of it’s focus over semantic conditions (Autonomy of the text from author and it’s social-historical circumstances).
 
 

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Tensions between the Kurds and the Iraqi central government have continued throughout the country's contemporary history. The imposed geopolitics of the trans-regional powers in Iraq for more than half a century has led to violent ethnic resistance. To begin with, Iraq is an outcome of trans-regional geopolitical policy. Its leaders have always struggled to create an inclusive national identity and have used only violent means.
One of Iraq's problems for political stability and the creation of a coherent structure is the agreement with the Iraqi Kurdistan Federal Government on the disputed issues. Among these, one of the most contentious factors between the central government and the Kurds is the issues related to the disputed areas which its settlement is widely reflected in the Iraqi constitution and Security Council resolutions and a variety of solutions has been offered. This article uses a descriptive-analytical method to study and explain the territorial dispute between the Kurds and the central government of Iraq. The results of the research show that the settlement of territorial disputes is affected by geopolitical competition and the best solution to this crisis is to use a good governance model for the development and stability of those areas.

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One of the important issues in literacy criticism and hermeneutics is the intention of reading the text. The question is “Which one of these four elements, author, interpreter, text and context has the main role in the process of reading the text?” Hirsch, following romantic philosophers of hermeneutics, argues for Intentionalism, and believes that the aim of reading a text is to understand the intention of the author. Interpreter or reader is going to reproduce the determined meaning which the writer has had in mind. However many literacy critics and philosophers of hermeneutics such as Barthes, Gadamer and Derrida, in spite of their opposing views, disagree with this theory; then they may be categorized in a class known as the “doctrine of semantic autonomy of text”. According to this doctrine, the text does not contain a pre-determined meaning, which can be discovered by the reader or interpreter. Understanding is a productive process rather than a reproductive one, and the aim of reading a text is not listening to the writer’s voice but to the text’s assertion. This article attempts to put forward the arguments of advocators of the “doctrine of semantic autonomy of text”, as well as Hirsch’s criticism on these arguments.

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Persian language learners have to attain an acceptable proficiency in Persian language at Iranian universities in a short period of time. The teacher-centered teaching environment has thus been modified to become a learner-centered learning environment, so that Persian learners are able to achieve autonomy and control their own learning process. In this regard, the current study investigates Non-Iranian Persian learners’ readiness for autonomy. To collect data, 155 advanced level Persian learners participated in this research. Tamer’s questionnaire (2013) comprised of four sections including responsibilities, abilities, motivations and activities done inside and outside the classroom, was applied. The answers of Persian learners suggested a discrepancy between responsibilities section and the other three sections including: abilities, motivation, and activities performed inside and outside the classroom. They assigned most of the learning responsibilities to teachers. Thus they considered themselves able, and motivated to learn Persian autonomously. Furthermore, Persian learners viewed themselves active in performing inside and outside the classroom. This could be ascribed to Persian learners’ lack of confidence. Furthermore, statistical investigations showed an inverted and significant relationship between Persian learners’ perception of responsibilities and activities performed inside the classroom. On the other hand, a direct and significant relationship was found between Persian learners’ abilities, motivation, and activities performed inside and outside the classroom. Moreover, a direct and significant relationship was found between motivation and performance inside and outside the classroom. Another finding of the current study was the existence of direct and significant relationship between activities performed inside and outside the classroom.
 
Applicants who intend to study in Iranian universities must learn Persian language over a short time span and master the language considerably. For this reason, while learning from their teachers, they must take responsibility for their own learning. In general, in recent years second language teaching has observed a change from teacher-centered pedagogy to learner-centered pedagogy in order to encourage learners to assume responsibility for their own learning and achieve autonomy.
Before discussing how Persian language learners could achieve autonomy, one needs to know their level of readiness to become autonomous, as well as their needs and shortcomings in this matter. Thus, the present study examined non-Iranian Persian language learners' readiness to become autonomous and sought to answer these questions: 1. What understanding do Persian learners have of their own responsibilities, abilities, motivations, and out-of-class and in-class activities? 2. What is the relationship between Persian learners' abilities and their motivation, out-of-class activities, and in-class activities? 3. What is the relationship between Persian students' motivation and their out-of-class and in-class activities?
The subjects included 155 non-Iranian Persian language learners whose proficiency level was advanced. To collect data, Tamer Questionnaire (2013) was used which had four sections of responsibilities, abilities, motivation, and out-of-class and in-class activities. Responsibilities section examined Persian learners' perspectives on the responsibility of learning Persian. The purpose of the abilities section was to examine the learners' ability to learn Persian independently and without the help of a teacher. The motivation section examined Persian learners' level of motivation to learn Persian language. The activities section covered out-of-class and in-class activities that Persian learners had voluntarily done since the beginning of the school year. Participants answered the questions on a Likert scale. At the end of the questionnaire, an open response section was added so that the learners could offer their suggestions for the betterment of Persian language teaching at the universities.
Findings of the questionnaire in the responsibilities section indicated that, in the first place, Persian language learners consider language learning as the joint responsibility of themselves and their teachers. In the second place, they considered only teachers as responsible, and in the third place, they considered themselves responsible for learning. In the case of in-class activities, they considered teachers to be responsible, but in the case of out-of-class activities they considered themselves responsible. In the abilities section, Persian learners assessed their ability to learn without the help of a teacher as "good" in the first place and "average" in the second place. In the motivation section, Persian students considered themselves to have the necessary motivation to learn Persian. In the activities section, Persian students declared themselves somewhat active inside and outside the classroom. In the final section, Persian learners made suggestions for the improvement of Persian language teaching. In general, Persian students' answers indicated a kind of contradiction between the responsibilities section and the abilities, motivation, and out-of-class and in-class activities. Findings showed that Persian learners considered themselves to have the necessary abilities and motivation to learn Persian autonomously and considered themselves active in out-of-class and in-class activities, yet they placed most of the responsibility for learning on the teachers. This issue could be explained in terms of Persian students' educational dependence on teachers. This dependence may be due to the educational environment in Iran or in the countries from which Persian learners come. Further analyses showed that Persian learners do not have enough self-confidence.
In summary, authors of this study conclude that, along with teaching language, teaching autonomous learning to Persian language learners could help increase their self-confidence. The authors of this study also consider the response of Persian learners to the activities section as positive and as an expression of their desire to learn autonomously. In addition, statistical analyses confirmed this assertion and showed that there was a significant inverse relationship between students' perceptions of responsibilities and their in-class activities. On the other hand, there was a direct and significant relationship between Persian students' abilities and their motivation and out-of-class and in-class activities, as well as between their motivation and their out-of-class and in-class activities.

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Following a case study research design, the present paper reports on a cross-cultural project (called Ibunka2019), in which the author monitored his English as a Foreign Language (EFL) writing classes. The project is an email-based exchange among learners of English from six countries (Algeria, Brazil, Indonesia, Japan, Taiwan, and the Netherlands). For data collection, the Algerian participants’ emic perspective was accessed via their self-reports, gained by a post-project online survey; besides, their messages produced as well as the discussions with them during and after the project made valuable retrospective data for the present study. Particularly, the study discusses the merits of the project relative to the writing module, manifestations of learner autonomy, and the challenges encountered. Moreover, it tackled other relevant issues, namely the integration of interculturality, EFL learner mindset, and lingua franca perspective. This study adds to the scarce literature within the Algerian context on telecollaborative EFL teaching and learning

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Investigating learners' motivational factors from Basic Psychological Needs (BPN) has been prevalent in a foreign/second language domain, but there is a dearth of well-documented research on ESP instruction. This study addressed the void by scrutinizing ESP learners' BPN of relatedness, competence, and autonomy using a validated and reliable BPN instrument to assess online ESP practices and challenges within unideal EFL situations. A total of 617 ESP students and 94 ESP lecturers from 14 universities across provincial areas of Indonesia participated in the study. A mixed-method design administering questionnaire and interview was applied to draw ESP students' BPN from the perspective of lecturers and students. The results revealed significant differences between lecturers' and learners' perceptions regarding several indicators of relatedness, competence, and autonomy categories. While the lecturers' questionnaire and interviews reported that the ESP students had an acceptable level of engagement with wider ESP communities, the students mentioned their low engagement with content lecturers, stakeholders/experts, and communities. These differences are then utilized as a stepping stone to design a more 'ideal' ESP program using a specific BPN framework to enhance ESP lecturers' and students' specific English and content knowledge under the online learning platforms. The study implies that to help ESP students learn English, online ESP programs should be collaboratively designed by involving English lecturers, content lecturers, ESP stakeholders from relevant fields, and technology-related materials that meet English and specific content knowledge needs.
 

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 In this paper, in order to explain the scope of the parties' will in one of the most fundamental issues related to arbitration, the capacity of natural and legal persons for referring to arbitration has been studied. The study of legal verdicts and thoughts (judgments and opinions), national and international rules, and regulations governing international commercial arbitrations, simple laws, conventions and rules of international arbitration organizations show that the dominance (governance) of the freedom of will principle is always present in these subjects. However, in some legal systems, there are some limitations for legal persons of public law such as predicted in the Article 139 of Iranian Constitution. These constraints that are exceptional only in the realm of internal rights, are respected, and based on the international commercial arbitration procedures in the international commercial, there are ignored because they say these limitations are contrary with the international and transnational public orders.  

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Autonomy plays a crucial role in the enhancement of important learning qualities in the learners. In that line of thinking, this study was launched to discover how English language learners exposed to an autonomously managed versus teacher controlled conditions would respond to the learning determinants. Two classes of English language learners at Isfahan University of Technology, Iran were thus treated under the two learning conditions. On the closing days of the semester, they were administered a questionnaire constructed based on three action phases of learning, namely, forethought, performance/volitional control, and self reflection. The questionnaire statements were rated on the Likert scale. The data analysis revealed that autonomy to a large extent determines the learners' views of learning. The class where autonomy was practiced showed a great deal of motivational boost or what is reinterpreted as forethought. The other two categories of learning, namely, their performance and self reflection, were also distinctly better perceived by the autonomous learners. The results point out the significance of preparing learners through autonomy for the prospective independent and critical learning.

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Letter of credit, since its emergence, has undergone various transformations regarding doctrines and legal procedures, the majority of which revolves around the domains of autonomy from the underlying contract and exceptions to these rules. The principle of autonomy of letter of credit aims to facilitate and build trust for the international trades, it is, however, one aspect of this principle. On the other hand, this principle can be subject to abuse. It is possible that the beneficiary hands in forged documents to banks, or maybe the underlying contract itself is illegal and therefore null which can lead to an unjust enrichment. To limit the abuse of this principle, the first step is to recognize the exceptions of fraud and illegibility. However, its stipulations are not limited to this domain. Emergence of new exceptions l, like ‘nullify’, has raised controversies in legal procedures and doctrines.
 

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One of the main questions in contract theory is the justification of the binding nature of contract; That why the legislator intervenes in this private field and determines some sanctions and remedies. In response to this challenge, in the common law three major theories have been offered: moral theory, economic theory and the rule of will theory. In Iranian law, legal scholars have based their theories on moral, social, economic and religious grounds. This article, while examining and evaluating these theories with an analytical-descriptive method, despite the support of most Iranian legal writers for theories based on social interests, defends the principle of autonomy of will and claims that other values can be unified with this principle. The main idea of ​​this article is that the most important and direct goal of the legislator from enforcing contracts should be to enforce the cooperative will of the parties to the contract, which is in line with supporting the higher value of autonomy. Also, efficiency as an economic value is included under autonomy and as an instrument plays a central role in formulating detailed regulations and the structure and how to support the contract.
 

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In the framework of Howard Gardner's theory of multiple intelligences, we have studied the possible impact of emphasis on multidimensional intelligence on developing learner autonomy and we asked ourselves if a syllabus designed based on the learners' multiple intelligences help develop learner autonomy more effectively. Autonomy is considered to be a key factor in the promotion of the process of learning a foreign language, through enhancing learner motivation and self-confidence. Nevertheless, it is not always the focus of teaching. We believed it possible to help develop learner autonomy more efficiently, by emphasizing on individual intelligence profiles. Thus, we aim to establish, if and how effectively, an Iranian learner’s autonomy is influenced, when reached out to, through his multiple intelligences. In this research, a descriptive and synthetic approach will be applied. After presenting the main theoretical guidelines on which our research is based, we will share results of a field study conducted in this respect, on 30 adult Iranian learners of French as a foreign language (FFL) of the lower intermediate level (B1 of the CEFRL) and analyze the data quantitatively and qualitatively.