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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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This study investigates the instructional strategies Vietnamese EFL lecturers prefer to employ to teach productive skills of general English in online and face-to-face teaching environments. Thirty-eight lecturers from 6 Vietnamese universities participated and responded to a questionnaire with 29 close-ended questions detailing instructional strategies. Four of the participants were invited to join the semi-interview about the reasons for their preference for instructional strategies. The collected data were analyzed with descriptive statistics for Quantitative data and content analysis for qualitative data. The findings indicate that the most favored strategy in both teaching environments is describing pictures while opinion sharing and group discussion are much more favorable in the face-to-face than in the online teaching environment. Additionally, certain strategies are preferred in the face-to-face setting over instruction in the online setting and vice versa. Some primary reasons for lecturers’ preference for instructional strategies were identified and participants gave some recommendations of choosing appropriate strategies for teaching productive skills via interviews. These findings highlight EFL lecturers' preferences in selecting instructional strategies to teach English productive skills in the two teaching contexts and underscore implications for choosing proper instructional strategies.

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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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Abstract
This study aimed to examine the frequency of reading strategy use among EFL high school students and the relationship between their strategy use and reading comprehension achievement. The research sample consisted of 328 EFL students from four high schools in Central Vietnam. Data collection was carried out using three primary instruments: a questionnaire, follow-up interviews, and two reading comprehension tests. The findings revealed that most participants expressed a generally positive attitude toward the use of reading strategies. However, their actual use of these strategies was found to be limited during the reading process. Moreover, the study identified a significant correlation between the frequency of reading strategy use and students’ reading performance: students who employed reading strategies more frequently achieved higher reading scores. Based on these findings, several pedagogical implications were proposed for both EFL students and teachers, aimed at enhancing the teaching and learning of reading skills in EFL contexts.
 

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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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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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Among the most important lessons, as the most striking aspect of literature in any language and by which the main objectives of this field are met, are the courses related to the poetic texts. A great deal of Arabic language and literature is devoted to literary texts, among which much is devoted to the poetic texts. But for many years, the poetic texts are taught with traditional methods in this field and many of the teachers do not use new strategies in teaching of these texts. This has led the poetic texts not to be successful in reaching their main goals, meaning the improvement of literary talents of students and strengthening their desire and motivation to their field. This study tries to deal with the appropriate strategy performances in teaching Arabic poetic texts in Arabic language and literature useing survey and questionnaire methods. The population of this study includes the fourth and higher semester undergraduate students and Arabic language and literature field professors in the Universities of Tehran, Allame Tabatabaei, Beheshti and Tarbiat Moallem. The findings demonstrated that in many students’ and professors’ point of view, new strategies of teaching of poetic texts (i.e. semantic perception of poetry, aesthetic expression of verses and stylistic analysis) are performed less than the traditional strategies pertaining to correct reading of texts and expression of grammatical points.

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In all languages, grammar instruction is one of the most important concerns of language teaching connoisseurs. In Arabian language, due to its specific structural and instructional properties, grammar and its teaching procedure have been investigated by teachers and connoisseurs for decades. Similarly in Iran, Arabic grammar instruction has been one of the most important components of teaching this language forever; so many of famous connoisseurs and book authors in Arabic grammar are Iranian. However, nowadays, one of the most challenging fields in teaching Arabic in Iran is grammar instruction. Despite of instructing 20 units in B.A. Arabic language and literature, it seems that students are facing with paramount deficiencies in applying Arabic grammar since it is for long years that grammar is instructed with old methods and many professors are not using modern and proper. strategies. The present study attempts to study instructional methods and the rate of implementing proper strategies by a survey and questionnaires. The research findings showed that traditional deductive method is more frequently used in grammar instruction, and new strategies, namely technology and contributive application and strategy, are implemented less than traditional methods in providing feedback information.

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  Nowadays Stress has become a universal issue. As stress starts to push on a person and the person has no defying abilities, then there would be a long period of imbalance and high pressure which can cause negative consequences such as burnout. The optimum level of functionality in a family could be vary and influenced by changes in family conditions, interactions between employment and economic situation and other sources of stress.  The main goal of this research was to indicate the relationship between coping strategies and burnout on family function duty Statistical sample of employees and their Spouses who have chosen using simple random sampling. Three questionnaires including coping strategies, Burnout and Family function duty (FAD) have been distributed. The data have been analyzed using correlation and multiple regression analysis methods. The results showed that there was a positive significant relation between burnout and family function duty. This factor was able to explain 61 %   variance of family function duties. There is not significant relation between coping strategies and family function duty. Therefore increasing and decreasing burnout can influence normal and abnormal family function.  

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In second language didactics, language learning strategies have been identified for numerous languages, and factors such as age, gender, motivation, intelligence, as well as the level of language skills for utilizing these strategies have been analyzed. However, in Persian didactics as a second language, no such research has been conducted yet. Therefore, in order to analysis the relationship between nationality and application of strategies among foreign Persian learners, the present research was conducted based on Oxford's (1990) Strategy Inventory for Language Learning. Both inferential statistics and statistical tests showed that on average, the use of language learning strategies among different nationalities is quite similar with negligible variances. Whereas, descriptive statistics showed that the order of priorities of Persian learners of different nationalities is dissimilar. In addition, the results of this research suggest that Persian learners of different nationalities generally use cognitive and social strategies more so than other strategies.

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The main goal of this paper is to determine the effect of Information technology on Intellectual capital and Knowledge management strategies. research type is of analytical survey. The statistical population was over 450 employees who work in Lorestan university. sample size was 208 employees which were obtained using random sampling - stratification. validity of questionnaire approved using content validity method and its reliability tested by Cronbach's alpha. For testing the hypothesis and conceptual model, structural equation approach using Amos 18 software were applied. result shows that the information technology has an effect on intellectual capital and knowledge management strategies and organizational agility. In addition, the organizational agility has a moderating effect on intellectual capital and knowledge management strategies in Lorestan University.  

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The “Persian Gulf”, as a very important geopolitical region known as global heartland, is the third great gulf of the world. There have been some controversies over the name of this region in recent few decades, and recently some Persian Gulf Arab states or sometimes American and European institutes have tried to coin the fake name of “Arab Gulf” instead. In this paper, after reviewing the literature and historical and international documents, we study the naming strategy of international media toward the name of this important geographical entity. We compare the frequency, genre and content of the articles and news in which four referring expressions of “Arabic/Arab/Arabian/Persian Gulf” have been used within the Critical Discourse Analysis (CDA) framework. The data are gathered from Time magazine archive (1923-2008) and Contemporary Corpus of American English (COCA) (1990-2012). The findings of this article show that, comparing with other terms, the usage of the term “Persian Gulf” is considerably and undeniably more than the other three terms in a way that in Time magazine archive, there are 969 and in COCA corpus, 5003 cases of “Persian Gulf” usages while this number is around a hundred for all of the three coined words. The results further shows that while Persian Gulf is widely used context freely as default name, “Arab Gulf” term is mostly used in economic context, especially in those news and articles, which are about the “oil”.

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Aim: This study aimed at investigating the relationship between the parenting styles of parents and their children’s thought control strategies. The research method was descriptive and correlational.
Methods: The research method was descriptive and correlational. Statistical population included all pre-university students and their parents in the academic year 2013-2014 in Mashhad City. Some 177 female students and their parents were selected as the statistical sample, using cluster random sampling method from the same area of education. Research tools included Parenting Styles Questionnaire and Thought Control Questionnaire. The data were analyzed by using statistical methods, correlation and regression analysis.
Findings: The results indicated that authoritative parenting style has a direct positive relationship with distraction and reappraisal strategies and negatively with worry strategy. Authoritarian parenting style has only significant relationship with social control and worry strategies. The results of multiple regression showed that authoritative parenting style plays a role in explaining 35% of the variance of thought control as dependent variable.
Conclusion: This study consistently provides support for the link between variations in the familial environment and the emergence of metacognitive subsequent outcomes. Authoritative style had great effect on the appropriate thought control strategies naming distraction and reappraisal strategies.

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Aim: Diabetes mellitus and the patients’ need for self-care may bring several challenges in the daily life of diabetic patients. This necessitates the obligation to adopt coping strategies against stress in order to adjust with the governing conditions. The purpose of this study was to explore coping styles in type 2 diabetic patients and their potential associations with demographic factors.
Methods: In this descriptive-analytic study, 201 patients with type 2 diabetes were incorporated from the Tehran-based Dornian Care Clinic and evaluated using the Coping Inventory for Stressful Situations (CISS). Data analysis was performed using SPSS software (ver. 16) at the significance level of 0.05.
Findings: The diabetic patients in this study adopted avoidant (72.1%), emotion-oriented (17.9%), and problem-based (10%) coping strategies. While problem-oriented and emotion-oriented strategies correlated with gender, avoidant style did not. Married individuals used avoidant strategies more than singles. There was a significant relationship only between the use of problem-solving strategies and education level. Also there was a significant relationship between the complications of diabetes and adoption of problem-oriented strategies.
Conclusion: According to the results of this study, diabetic patients have hard times in the face of stresses of life events and the subsequent challenges of their disease. Counseling seems beneficial in order for effective teaching of coping strategies to diabetic patients.

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Apology is an important social-pragmatic phenomenon in politeness field of study. This paper explores the apology strategies in Kurdish language by qualitative and quantitative methods. It sheds light on analyzing the data collected with the discourse completion task from 120 Kurdish subjects, supported by 24 interviews during 2016. The participants are divided by gender into 60 males and 60 females in the DCT data; 12 males vs 12 females. The results show use of similar apology strategies by both gender groups over situations, but with proportionally different frequencies, except in certain situations due to gender differences. In addition to gender as a striking social variable in Kurdish culture, the study also explores the significance of age and social status of subjects in conceptualizing apology acts. The study also displays the effect of the apology recipient’s social features on the subjects’ conceptualization and their obligation to apology. The clear significance of the apology supporting sub-strategies is also revealed in the study. The findings of the study are not consistent in many cases to those of other researchers, mainly western ones, with regard to the effect of gender and the use of responsibility strategy as an essential strategy other cultures. the study shows the collective features of the Kurdish culture which make them apologize differently, in certain situations, from other cultures. Furthermore, the study demonstrates that the diversity of the apology strategies is based on the nature and severity of offence that can vary according to social norms prevailing in Kurdish culture.

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Since the advent of amendatory or revolution in the grammar-translation method in late 19^th century, the processes dominating the second language have changed considerably in the western world. In teaching Arabic language to Persian speakers, however, it is often focused on the grammar-translation method: generally, reading and comprehension and, in fact, lingual ability of the students. In this study, we try to represent an appropriate model named ATN-D in the three areas of language learner, teacher, and style to develop communication ability in terms of needs and challenges using descriptive-analytic method. ATN-D is acronym of four methods: Audio-Lingual Method; Task-based Approach, Notional Functional Syllabus, and Desuggestopedia. We study repetition subject in order to stabilize lingual structures and vocabularies in the Audio-Lingual Method.  We investigate forming a natural conversational environment and communication and action aspects in Task-based Approach, and Notional Functional Syllabus, respectively. Finally, suggestion-desuggestion is studied in Desuggestopedia method. The most significant result obtained of applying this theory is that appropriate dialogue-directed way, correct use of grammatical structures, strengthening and suggestion for ability in applying proper expression in special social situations, ability in starting, entering, cooperating and ending a conversation, as well as ability in developing a contact with correcting the conversational process and so on play a considerable role in learning two oral skills (speaking and listening) in Arabic language in order to strength and stabilize the communication ability.   

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In this study, through a new look on the theory of empathy and based on theories of  psychologists such as Rogers and Bennet, we propose a model to teachers that ables them to communicate with the learners with empathy. "Empathy" is a valuable feature that creates mutual trust, so that the learning process is enjoyable for both sides. In educational psychology, empathy is defined as the "ability to communicate in such a way that the audience feels that he/she is understood." Generally, empathy gives flexibility to human interactions. In the field of education, with the creation of a favorable atmosphere in the classroom, empathy enhances the learning process. Despite that empathy has been on the agenda since 1970s in the language learning theory in the western countries, but it was absent in Iran’s educational approaches. This research will lead to recognition of skills for empathy. Based on the model of empathy, teachers must put themselves on the position of learners, take precedence over the needs, and avoid pre-judgments. To establish empathy in the classes, some specific tools and techniques are needed, including providing clear and detailed lesson plans, using notebook communication, classroom management, intelligent dialogue, active listening and retelling, expressing your feelings and the other, understanding body language, and cognition including communication techniques. Finally, the realization of empathy between teachers and students has been studied.  

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In recent researches despite the fact that there are significant amount of comments about relationship between work- life balance and employee health, a few studies has been investigated about developing individual and organizational strategies. Accordingly, the aim of this study is to provide effective individual and organizational work life balance strategies for employees' health and measuring its effect on employee health through the mediation role of work- life balance. This paper has been based on a descriptive and correlative study. The statistical population of this study is 374 managers and employees of Tamin-e-Ejtemaie organization of Esfahan province. Using Cochran formula sample size was 188 and random sampling has been used as sampling method. Results of examining study hypothesis confirmed that work- life balance has a direct and positive effect on employee health. Other results revealed that although individual and organizational work life balance strategies do not have a positive and direct effect on employee health; however, deploying these policies has a worthy help on creating work- life balance and they would enhance the level of individuals' general health indirectly.

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Introduction
Coastal and marine tourism represents a significant potential for sustainable regional development. Globally, this sector contributes over 10% of GDP and employment. Iran's extensive coastlines, especially the Makran coasts along the Gulf of Oman, offer unique opportunities for eco-tourism, water sports, and marine exploration. Despite these potentials, the region lacks a structured strategy for leveraging these resources, resulting in underdeveloped tourism infrastructure and minimal local economic benefits. This study focuses on formulating defensive strategies to address these shortcomings and foster sustainable tourism in the Makran region.
Methodology
This applied research employs a mixed-method approach combining library and field findings. Literature reviews identify key tourism components and regional challenges. Field data are gathered through interviews with stakeholders in tourism and regional development. Analytical tools such as SWOT and SFAS matrices are used to assess internal and external factors, determining the region's current weaknesses and threats. Based on this, defensive strategies are proposed to enhance regional tourism while mitigating the risks.
Results and Discussion
The analysis revealed that the Makran region suffers from significant weaknesses in internal infrastructure and management, coupled with external threats such as geopolitical competition and limited international investments. Here are some defensive strategies emphasizing:

1. Infrastructure Development: Investments in transport, healthcare, and accommodations to support tourism growth.
2. Diplomatic Engagement: Promoting international partnerships and combating negative perceptions of the region.
3. Community Engagement: Empowering local communities to participate in and benefit from tourism development.
4. Marketing Campaigns: Highlighting Makran’s natural and cultural assets through global outreach and multilingual promotional materials.

Conclusion
The defensive strategy outlined aims to transform the Makran coasts into a thriving hub of coastal and marine tourism while preserving environmental integrity and enhancing local livelihoods. Strategic implementation of these recommendations is expected to boost regional competitiveness and integrate Makran into the global tourism map.