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Teaching and learning the Arabic language is of particular importance from a religious and legal point of view in Iran. Therefore, it is necessary to always maintain the position of this language both in the domestic and international arenas. The purpose of this article is to present a model for reforming the teaching and learning system of Arabic as a second language, relying on the identification of visible and hidden factors affecting it, as well as identifying the obstacles facing this issue. The basis of data collection was based on qualitative methods and specially conducting structured interviews with 10 professors of sociology of language. The analysis of the collected data has been done using the process of qualitative content analysis. AHP model and Expert Choise software have also been used to weight the research components.
 The results of this article show that the tendency to teach and learn Arabic as a second language is strongly influenced by basic factors such as social, psychological and economic factors. The value of AHP coefficient was obtained for social indicators (0.403), psychological indicators (0.364) and economic indicators (0.234). The results also show that the barriers and bottlenecks in the second language teaching and learning process in Iran were identified and classified in order of importance in six areas: legal barriers, political barriers, structural barriers, social barriers, cultural barriers and economic barriers.

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 cLanguage learning strategies referto behaviors, processes, and approaches in wich the learner receives new information in a purposeful and coherent manner and is used effectively that lead to self-learning, self-control and responsibility. Due to lack of a proper research this study aims to determine the relationship between the use of language learning strategies, learning engagement and writing skills in the Arabic language writing curriculum.This research was descriptive and correlative including 70   female Bachelor students of Arabic Language and Literature of Kharazmi University in 2019. The data was collected using, Oxford learning strategies in language scale (1990), Schafeli et al. (2002) learning engagement scale and Researcher-made writing skills questionnaire. The  data was analyzed using regression analysis. The results showed that there is a positive and significant relationship between the variables of language learning strategies, its components (except emotional strategy) and learning engagement with Arabic writing skills. In addition, it was found that learning strategies in language and learning engagement can explain the variance of 17% for writing skills.The resultsindicate that using of language learning strategies and Improve learning engagement, their writing skills increase. In practical terms, the findings and recommendations of the present study can be introduced as a model for including language learning strategies and enhance learning engagement for learning in curricula.Specifically, use of language learning strategies and the enhance learning engagement in the field of improving the writing skills of Arabic language and literature students is the main contribution of the current study. 

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Transfer of learning from English course to other contexts is one of the most fundamental objectives of EAP instruction. Providing opportunities to transfer the acquired knowledge from the ESAP writing course to writing tasks of specialized disciplines as well as analyzing students’ perceptions of transfer catalysts and barriers might suggest a foundation for future educational planning. This study examines how engineering graduates learning ESAP assessed the four constructs of learning transfer inventory that might facilitate or inhibit the transfer of learning in discipline-specific academic writing programs. 60 engineering graduate students participated in this study. During the ESAP course, collaboratively designed discipline-specific writing tasks were presented and practiced through multimodal input. The catalysts and the barriers to the learning transfer act were identified by administering the Learning Transfer System Inventory (LTSI). Results indicated that the students could obtain significant levels of academic writing skills and finally transfer their acquired instruction to authentic discipline practices. Furthermore, data analysis demonstrated that transfer of writing outcomes will be increased if more consideration of work-related factors is considered in higher education. All participants reported personal capacity as the main impediment induced by the work-related construct. Students’ positive attitudes toward three ability factors and all motivational factors suggested that an auspicious foundation for future educational planning exists if disciplinary and institutional considerations are embraced.
 

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 The turning increasingly of educational centers to Virtual and online classes shows necessity of paying attention to the quality of training and deep and meaningful learning using modern educational methods in this type of training.This study aims to investigate the effect of k.w.l strategy, which is one of the educational metacognitive strategies and was introduced based on the constructivism theory for deep and meaningful learning by Ogel, in the onlin class of teaching Arabic grammar,to asses the effectiveness of this strategy in meaningful and deep learning of Arabic grammar.The study used Quasi-experimental method with pre and post test on the control and experimental groups who were trained virtually. statistical population included 34 students in the first semester of the bachelor at Khwarizmi public University in(1400). The sample was selected by the available method and then randomly divided into two groups .Data analysis was done by(spss). In order to determine the presence or absence of influence between variables and to estimate and generalize the results obtained from the sample size to the statistical population,the combined analysis of covariance or repeated measures test(GLMRM)was used to assess and evaluate the research data. According to results, average of pre-test scores of the Arabic grammar variables in the control and experimental groups are 2.40 and 2.04,respectively, and these averages in the post-test of these groups are reported 2.55 and 3.01 respectively,so there is a significant difference betyeen pre-test and post-test.so we see a significant increase in the grammar average in the experimental groupʼs post-test.

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This study examines the cognitive processes underlying the comprehension of second language idioms using two different visual instructional techniques, visual representation of literal meanings versus virtual meanings of each idiom’s visual representation. For this reason, two environments (positions) (PFL vs. PSL), two different terms (opaque vs. transparent), and two different sufficiency levels (intermediate vs. advanced) are considered, which involves common teaching methods that use dual coding theory as two different visual techniques with verbal support to teach different types of idioms. The statistical population were 67 second language learners and 63 foreign language learners who participated in this study. A term comprehension test was used before and after the training. The results of repeated measure variance analysis based on pretest-posttest comparisons showed that understanding of SL idioms is different according to the learning environment, teaching technique and the type of idiom. However, it sounds that the level of sufficiency doesn’t affect any group’s comprehension outcomes. The results show that in the SL environment, the figurative technique was more successful than the literal technique. While in the FL environment, using the literal technique compared to the figurative technique, got better scores for the language learner. PSL learners were better than PFL learners in learning terms with opaque meanings, while PFL learners performed better in learning terms with transparent meanings. The results of this investigation support the Dual Idiom Representation Model, which states that PSL learners activate their existing lexical entries and understand them figuratively, while PFL learners must analyze the idioms.

 

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Over the past decades, empirical studies regarding the application of data-driven learning (DDL) and its’ role in second and foreign language learning have increased. At the same time, several studies have investigated the association between working memory (WM) and different aspects of L2 and found that WM plays a significant role in the language performance of L2 learners, as SLA processes rely on cognitive resources. Nevertheless, the findings of such research are inconclusive. The role of WM in the relationship between DDL and second/foreign language learning is also a neglected area. Drawing on data from 84 Iranian female EFL learners, aged between 20 to 24, on three different measures of WM capacity (digit span, number-letter, and flanker), the findings of the present study showed that first, DDL was a significant predictor of English academic lecture comprehension. Second, regardless of which WM measure to use, WM was not a significant predictor of English academic lecture comprehension; and the interaction effect between DDL and WM was not a significant predictor of the students’ English academic lecture comprehension. That is, WM did not moderate the effect of DDL on the students’ comprehension of English academic lectures. Altogether, the results suggested that learning L2 at high levels of English academic lecture comprehension was mostly contingent upon automatic processing. The findings of this study may have implications for research and practice in second/foreign language teaching and learning, and more specifically in the application of DDL for L2 learners. 

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 The process of teaching and learning is a complex interplay of multiple factors, including teaching and learning styles. A mismatch between these styles can lead to negative outcomes. The primary objective of this study is to investigate the learning styles of non-Iranian Persian language learners and the teaching styles of their instructors. To explore the alignment and discrepancies between these variables, a quantitative method was employed to provide a comprehensive understanding of the relationship between them. This research was conducted with a sample size of 116 Persian language learners and 25 teachers, and data on learning styles were collected using the Perceptual Learning Style Preference Questionnaire (PLSPQ). The same questionnaire was adapted and validated to collect data on teaching styles. The study revealed no significant difference in the prioritization of visual, tactile, auditory, and kinesthetic learning styles between learners and teachers. However, a notable difference was observed in group and individual learning styles. Furthermore, academic background emerged as a crucial factor affecting teaching style, with teachers who had completed a teaching Persian program (AZFA) prioritizing group-style instruction. The outcomes of this research underscored the existence of discernible disparities between the teaching styles of educators and the learning styles of students. As such, it was recommended that teachers adjust their teaching styles to align with the learning styles of their students.

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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 study investigates the integration of post-humanist pedagogies in e-learning for English language teaching (ELT) through the perspectives of Indonesian doctoral students. Post-humanist principles, emphasizing interconnectedness and collaboration, are explored within digital language education contexts. Conducted at Universitas Negeri Malang, the study employed a sequential mixed-methods approach involving 28 participants. Data collection included closed-ended questionnaires and semi-structured interviews, focusing on three key dimensions: relationality, agency and autonomy, and multiplicity and diversity. Findings underscored the preference for collaborative digital learning environments, highlighting peer interaction and the role of adaptive technology in fostering personalized instruction and learner autonomy. The participants also emphasized the importance of integrating sustainability-focused content in language courses to promote ecological awareness. This research advocates for the transformative potential of post-humanist pedagogies in enhancing inclusive, learner-centered language learning experiences that support linguistic diversity and intercultural understanding. Future studies should explore the scalability and socio-political implications of these pedagogical approaches across diverse educational settings to address broader societal challenges and promote equitable education practices.

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For decades, both researchers and EFL learners have been interested in native-like pronunciation. While extensive research has delved into a variety of pedagogical approaches and the complexity of English phonology, an unanswered question is how high-proficiency EFL learners achieve the elusive goal of native-like pronunciation in spoken English. To this end, this multiple-case study aimed to explore the multifaceted strategies employed by 15 high-proficiency EFL learners who had mastery in pronunciation and were selected using the maximum variation sampling method. Data was gathered through the use of diaries and in-depth semi-structured interviews. The data was analyzed with NVivo software version 10, and two main themes were extracted: teacher-directed (TD) and self-directed (SD) pronunciation learning strategies. Regarding the TD strategies, some participants (46%) acknowledged actively engaging with structured tasks and assignments facilitated by teachers. They highlighted the role of in-class (36%) and out-of-class (64%) activities in their journey to master pronunciation. The SD strategies were reported by about half of the participants (54%) in their quest for pronunciation mastery, which included self-talk (48%), podcast listening (29%), shadowing (12%), and reading aloud (11%). This study contributes valuable insights into relevant literature and offers evidence of the interconnectedness of TD and SD strategies in pronunciation improvement. The findings have several implications for further research or practice about pronunciation mastery.

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Since learning theories have been often ignored in translation education, the present study aimed to explore the impact of implementing principles of connectivism learning theory in translation training using an AI-powered translation tool, Matecat. Participants were thirty third-year students who enrolled in a course on the translation of Islamic texts from English. Before the commencement of the course, a pretest was given to the students to assess their translation skills. Then, on the basis of the results, two groups of experimental and control were formed. The homogeneity of the two groups was further checked by using independent samples t-test in SPSS. Unlike the control group, the experimental group was trained on the basis of the principles of connectivism and the tailored model designed for the present study. At the end of the program a posttest was administered, and the scores were subjected to statistical analysis using independent samples t-test. The results showed although both groups had started at more or less the same level, the quality of translations produced by the experimental group improved significantly more than that of the control group. Furthermore, the experimental group outperformed the control group in cohesion and coherence, structure, style and cultural aspects. In fact, the findings indicated that employing AI-powered translation tools per se will not lead to a significant improvement in learners' translation quality unless the training is integrated with pedagogical application of a digital age learning theory, such as connectivism.

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This study investigates the potential of interactive English as a Foreign Language (EFL) learning tools powered by Artificial Intelligence (AI) to enhance digital competence among higher education students. The primary aim is to detail the learning process in several aspects: Interactive EFL Learning Based on AI, its impact and implications, and Students' Digital Competence. The research employs a qualitative approach, utilizing qualitative interviews and classroom observation. A sample of 80 students from three different universities participated in using AI-powered EFL tools (ChatGPT) over a semester. The study employed intervention assessments to measure changes in digital competence and English writing proficiency. Additionally, student feedback was collected through structured interviews and observation to explore their experiences and perceptions. The collected data were processed and analyzed using manual coding techniques by compiling every response and organizing the summary.The results indicate that AI-based EFL tools significantly improve students' digital competence, including their ability to use technology effectively for writing tasks. Students demonstrated enhanced engagement, better language skills, and increased confidence in using digital tools for academic purposes. However, challenges such as technological anxiety and varying levels of tool effectiveness were also identified. This study highlights AI's efficacy in enhancing digital competence within the EFL environment, adding to the expanding corpus of research on the topic. The results offer important insights for educators and policymakers aiming to improve English language education using innovative AI-based approaches.
 

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Learning French as a foreign language presents unique challenges that may sometimes reduce students' motivation and academic performance. This study aimed to examine the relationship between cognitive and metacognitive strategies, mental vitality, and academic buoyancy among French language students. A mixed-method approach (quantitative and qualitative) was employed in two phases. In the quantitative phase, data were collected using standardized questionnaires on academic buoyancy, mental vitality, and cognitive and metacognitive strategies. The statistical population included all 61 French language students at Hakim Sabzevari University, who participated in the study through a census sampling method. In the qualitative phase, semi-structured interviews were conducted with 10 French language professors from Iranian universities to explore their perspectives and experiences regarding academic buoyancy and its influencing factors. Quantitative data were analyzed using descriptive and inferential statistical methods, while qualitative data were examined through inductive content analysis. The quantitative findings revealed that the use of cognitive and metacognitive strategies, along with mental vitality, positively influenced students' academic buoyancy. Furthermore, qualitative results indicated that various factors, including social variables, family, educational emotions, learner goal-setting, learning strategies, cognitive functions, communication skills, cognitive and emotional skills, academic behavioral motivators, educational content, teacher-related personal variables, teaching skills and techniques, and the teacher's motivational approach, significantly impact students' academic buoyancy.
 

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Urban growth boundaries are considered one of the key tools for controlling and managing the physical development of metropolitan areas. Uncontrolled and unplanned expansion in these regions has become a major challenge for urban and regional planners and managers, as this process leads to the destruction of agricultural lands and natural resources. The aim of this research is to simulate and assess future changes in growth boundaries in the Isfahan metropolitan area with the goal of preserving environmental resources and controlling physical expansion. In this regard, by adopting a positivist approach that follows an analytical and measurement-driven process, satellite imagery was utilized to assess changes in the physical expansion of the Isfahan metropolitan area. Artificial neural networks and machine learning algorithms were employed to predict the extent of future physical growth, and the projected growth boundaries were delineated. The research findings indicate that the Isfahan metropolitan area has experienced significant uncontrolled expansion, particularly in terms of physical development, over recent decades, and the reduction of agricultural and natural lands has become one of its major challenges. Based on the conducted simulations, the proposed growth boundaries can serve as an effective tool for managing and planning urban-regional development and preventing further degradation of natural resources and lands.

 

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The present study investigates the effect of baking temperatures (140, 160, 180, 200, and 220℃) on texture kinetics. It also explores a statistical classification meta-algorithm, called Adaptive Boosting (AdaBoost), to predict texture changes during conventional cake baking. The experimental results indicated that texture properties were significantly affected by baking temperature and time. As time and temperature increased, there was an increase in hardness, cohesiveness, gumminess, and chewiness and a decrease in springiness. However, the impact of time and temperature on resilience was inconsistent, as it was maximum in the last quarter of the process. The predicted results revealed that the AdaBoost algorithm accurately predicted the texture properties with a high coefficient of determination (R² > 0.989) and minimal root mean square error (RMSE < 0.0019) across all textural properties. Therefore, it can serve as an efficient tool for predicting the texture properties of cakes during baking. Furthermore, the proposed methodology can be extended to predict the texture properties of other baked goods.
 

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Moisture damage in asphalt mixtures poses significant challenges to infrastructure durability, necessitating accurate modeling for effective mitigation strategies due to the complex nature of moisture susceptibility. Current tests, such as those utilizing general indicators like the indirect tensile strength ratio, examine moisture susceptibility in asphalt mixtures. However, these tests incur substantial costs and require considerable time. Therefore, this study aims to develop moisture susceptibility prediction models using Multi-Gene Genetic Programming (MGGP). The research utilized four types of aggregates (two limestone and two granite types) and eight different Performance Grade (PG) bitumen types. The modified Lottman test method (AASHTO T283) was employed for moisture susceptibility assessment, with samples subjected to specific conditioning protocols including vacuum saturation (13-67 kPa absolute pressure), freeze-thaw cycles (-18°C for 16 hours), and hot water conditioning (60°C for 24 hours). Indirect tensile strength tests were conducted under controlled loading conditions (2 Hz frequency, 0.1s loading time, 0.4s rest period) at 25°C. The dataset comprised 34 samples and 11 variables to predict two key indicators: Inflection Stripping Point (ISP) and Stripping Slope (SS). The MGGP model demonstrated remarkable performance in predicting both ISP and SS, achieving R² values of 0.981 and 0.974 for the test data, respectively. Several crucial parameters were analyzed, including the apparent film thickness (AFT) calculated using aggregate specific surface area, permeability measured through falling head test method (ASTM PS 129-01), and surface free energy components. The surface energy analysis incorporated both cohesive free energy (CFE) and adhesive free energy (AFE), with special attention to the acid-base theory components: Lifshitz-van der Waals (LW), Lewis acid (Γ⁺), and Lewis base (Γ^-) components. For ISP prediction, the MGGP model identified key variables including the ratio of base to acid surface free energy (SFE), asphalt-water adhesion (Γ_{Asphalt-Water}), cohesive free energy (CFE), adhesive free energy (AFE), permeability of asphalt mixture (PAM), asphalt film thickness (AFT), and degree of saturation (DS). The model for SS prediction emphasized the importance of Γ_{Asphalt-Water}, aggregate-water adhesion (Γ_{Aggregate-Water}), wettability, specific surface area (SSA), PAM, and DS. The study employed various performance metrics to evaluate the MGGP models. For ISP predictions, the model achieved RMSE, MSE, and MAE values of 5.228, 27.337, and 3.843, respectively. For SS predictions, these values were 0.294, 0.086, and 0.231, respectively, indicating high accuracy and low error rates. These results surpass those of previous studies employing traditional Genetic Programming (GP) methods, highlighting the potential of MGGP as a powerful tool in modeling asphalt moisture susceptibility. The practical implications of this research are significant for improving asphalt mixture durability, reducing maintenance costs, and enhancing road safety. Future research could focus on validating the models across a broader range of asphalt mixtures and environmental conditions.
 

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Using of language skills has long been among the most conspicuous weak points of learners of Arabic language as a foreign language. By interviewing some professors and experts of Arabic language teaching, a number of topics were recognized as worthy to be investigated further as sources of weakness. These topics include “sources of boredom and tiredness of students in learning Arabic language”, “the appropriateness of existing instructional materials”, the appropriateness of the teaching methods”, “the sources of students motivation”, “ the effect of teaching methods on motivating students” in general and “ the appropriateness of methods for teaching listening” in particular. A researcher made questionnaire was used to elicit the viewpoints of students and professors regarding each of the above-mentioned topics. The results indicated that learners of Arabic language are not de-motivated but bored and tired due to the overall teaching context, in which they are learning this foreign language. Among the major sources of this boredom are “inappropriate teaching methods”, inappropriate instructional materials” and “inappropriate techniques in teaching listening comprehension”.

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Emphasis on providing students with authentic and comprehensive educational experiences has been recommended in many educational systems as a necessity for motor, social and psychological growth. Despite the focus of recent studies on preparing physical education teachers to enter the profession, little attention has been paid to beginning teachers and how these teachers can promote rich physical education experiences. Therefore, this study seeks to understand how a beginning physical education teacher can implement the collaborative learning model and share responsibility for teaching-learning processes with students. The participants included 77 physical education teachers with little experience and novices of the first secondary school in Razavi Khorasan (Qochan, Taibad, Mashhad), whose opinions were obtained using a researcher-made questionnaire. One-sample t-test and regression were used to analyze the findings. The results showed that the indicators of cooperative learning, being active in the class, teachers' experience, recognized talent, interaction with other students and following the manager's and teacher's decisions have a significant effect on students' skills.