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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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Teacher reflection and self-efficacy beliefs are two important teacher characteristics that influence different aspects of teaching jobs. The relationship between these two constructs is important, but the previous research has focused on the effect of reflection on self-efficacy. This mixed-methods study aimed at assessing the interrelationships between reflection and self-efficacy through surveying 330 Iranian English language teachers in the quantitative phase and interviewing 15 teachers in the qualitative phase. The quantitative data were analyzed through a Partial Least Square approach and the qualitative data through a conventional content analysis. Results show the two variables are closely interwoven, but reflection components were better predictors of self-efficacy. Metacognitive, cognitive, and affective reflection were significant predictors of self-efficacy and its components, but critical reflection did not predict any aspect of reflection. Efficacy for classroom management could predict practical and cognitive reflection, and efficacy for student engagement could predict practical, affective, and critical reflection. These findings imply that metacognitive, affective, and cognitive reflections need to be encouraged in English Language Teaching preservice and inservice teacher education programs, and workshops need to be enriched and focus on practical teaching issues and classroom management strategies, and learner engagement techniques.
 

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Teaching is a profession which is intermingled with emotional relationships. Teachers’ relationships with their classes have been shown to positively influence their performance. However, despite the novelty of the concept of teacher-class relationship (TCR) in the field of applied linguistics, examining the relationship between language teachers with the whole class has not received due attention. To shed more light on this novel concept and its antecedents, the present study aimed to investigate the role of psychological well-being, foreign language teaching enjoyment and work engagement in the TCR of language teachers. A sample of 428 English as a foreign language (EFL) teachers participated in the study by completing four online questionnaires, namely the Teacher-Class Relationship Scale, the Psychological Well-being at Work (PWBW) Scale, the Foreign Language Teaching Scale (FLTES), and the Engaged Teacher Scale (ETS). The results of structural equation modeling (SEM) indicated that EFL teachers’ psychological well-being, foreign language teaching enjoyment and work engagement were strong predictors of their TCR. In addition, it was revealed that work engagement was the strongest predictor. The findings were discussed regarding the significance of developing EFL teachers’ TCR. This study suggests that EFL teachers with high level of well-being who enjoy their profession and have dedication to their job are more likely to build strong relationships with their classes. Finally, suggestions for future research were provided. 

 

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Research on L2 learners’ engagement has highlighted the impact of emotional engagement on task performance to uphold their language development, but there remains a need for further empirical evidence, especially from the text-driven perspective on task-based language teaching. The present mixed-methods study aims to explore Vietnamese EFL learners’ emotional engagement during two task-based lessons driven by two text genres. One speaking task and a writing task that engaged the learners in solving problems driven by the texts were implemented in two three staged lessons. Quantitative data was collected by using a post-task questionnaire analyzed with SPSS v.29 to gauge 33 English undergraduates’ emotional engagement, and an interview was conducted with eight students on a voluntary basis to delve into factors that influence their emotional engagement. Observations during the lessons were further used to triangulate evidence. Descriptive statistics revealed that the participants were highly emotionally engaged in both task-based lessons, expressing high enjoyment and low anxiety. Further thematic analysis of engagement during the lessons indicated that pre-task visual prompting, text processing, the proper cognitive challenges of tasks and texts, and peer monitoring were the main influential factors. These findings imply that task design and implementation based on engaging texts potentially heighten learners’ emotional engagement in task-based performance, thereby facilitating their language acquisition.

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In this qualitative study, through studying the thought patterns of two master candidates of the International Relations discipline, the process of development in their disciplinary genre awareness has been investigated. In so doing, academic writing skills were taught to the two cases of the study in a period of 18 months. In this period, one of the researchers held regular training sessions. The theoretical framework used for this study was the interaction model of Hyland (2005) and the methodology in the phase one to three of the study was descriptive ethnography and in phase four it was analytical and quantitative. Several rounds of interviews, stimulated recall sessions, field notes, and document analysis were used to collect the data. Based on the definitions provided by IELTS organization, the two cases improved from the level of limited user (band score 4) to the level of good user (band score 7). Finally, the result of the investigation of the stages of development in the disciplinary genre awareness of the participants was presented in a model of development. This study can shed light on the future perspective of curriculum design for academic and ESP writing courses.

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Hyland’s Model was the first framework to examine interaction between writer and reader of a text under two key concepts, i.e. stance and engagement. According to this model, any writer (un)consciously employs a number of linguistic devices such as hedges, boosters, attitude markers and self-reference to present his or her stance over a topic, and likewise uses some other devices like reader pronoun, imperatives, interrogatives, shared knowledge as well as personal asides to establish readers' engagement. In this study, a number of book reviews on Persian literary books have been analyzed thanks to the model proposed by Hyland. The corpus of study includes 100 book reviews; 50 reviews are selected from academic referred journals and 50 ones are taken from general journals. Once the corpus is designed, the linguistic devices related to stance and engagement have been extracted and counted. The findings showed that for each 11.7 words of the corpus, 1 word or expression of stance or engagement has been used. The negative attitude markers and imperatives are the most and least frequent devices respectively. It is shown that book review articles appeared in academic journals tend to be more critical, and furthermore, the articles published in the decade 1380 (Iranian calendar) put much more weight on attitude markers. It is also shown that the density of interaction markers is high in the ending section of book reviews. Taking the gender variable into account, it is revealed that male critics are more explicit in presenting their stance, while female critics are more willing in using engagement devices.

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The socio-economic data of shrimp fleet in Bushehr province for 2019, were collected in order to determine the role of this fisheries in creating employment, income and development of coastal areas of the Persian Gulf. The data were collected using a questionnaire. The fishing fleet of shrimp in Bushehr province includes 470 vessels, that, in addition to shrimp, catch fish and other aquatic animals outside the shrimp fishing season.
Based on the analyzes, the number of fixed job created by shrimp fishing fleet in Bushehr province, were 3756.2. The total number of jobs created (fixed, temporary and seasonal) was calculated to be 3934.2. Fixed job and the total number of job opportunities created (fixed, temporary and seasonal) by each vessel were 8.0 and 8.4 people, respectively. Analyzes showed that more than 98% of the annual income and livelihood of crews and their families depend on shrimp fleet. The annual working hours of each of the personnel working on the vessels were calculated to be 2110.2 hours, which in 2019 was about 2% less than the full-time equivalent working hours on a national scale (2107 hours) and 3% more than the full-time equivalent working hours on an international scale (2000 hours).

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Aims: Knowledge and skills significantly affect the learning performance of vocational students. However, adding ability without enhancing memory can reduce learning effectiveness, which ultimately affects learning performance. This study was done to investigate the effect of learning engagement and self-confidence on learning performance, mediated by repetition of educational materials. The goal is to improve the learning process and increase students' memory retention during exams.
Participants & Methods: This study was conducted on 179 respondents from health vocational schools to analyze knowledge, skills, and expertise after learning using four variables: learning engagement, self-confidence, repetition strategy, and learning performance from August to December 2022.
Findings: The results indicated that learning engagement and self-confidence directly affected learning performance. The Repetition strategies mediated the relationship between learning engagement and self-confidence with learning performance.
Conclusion: Therefore, implementing rehearsal strategies for students is essential in the learning process to establish optimal learning performance. Repetition strategies can help students maintain and strengthen their memory, leading to better exam performance and educational evaluations.
 

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In the context of comparative and intercultural philosophy the approach and engagement of one philosopher with another, is a very basic issue. With regard to this, I want to narrate Farabi’s special engagement with the Meno and Gorgias dialogues of Plato. His engagement can be named hermeneutic dialectical reading-here hermeneutic means the relation of Farabi with the Meno and Gorgias texts and also inside these two texts there are diverse and different levels, layers and mediations (though this is also true so far as my self as a researcher); dialectical means his reading is in the from of synoptic question (s) and answer; and reading means conversational construction of meaning in relation to the text and context. Farabi’s hermeneutic dialectical reading of the Meno and Grgias has these characteristics: he propounds these two dialogues thematically or in accordance whit their subject matter as two parts or orders in the whole of the Plato philosophy. Therefore for understanding these dialogues we have to put them in a broader context that heve interconnections whit the whole philosophy. Basides, the Gorgias is connected with or exists in a set of dialogues that collectively make a network that too has logical relation with the Meno. He says that plato philosophy as a whole begins with a search about human perfection as the first order that is discussed in Alcibiades I and then for getting this perfection we need knowledge that Theaetetus dialogue discusses thematically as the second order. After searching about eudaimonia in the Philebus and knowledge of eudaimonia in Protagoras respectively, Plato further searches about the possibility and the quality and how-ness of getting this special knowledge in the Meno. Farabi says that in the Meno (means fixing) dialogue as the fifth order or level of Plato philosophy he searches about this matter i.e. getting of this knowledge and the method if the answer is positive. Plato in this dialogue says that this knowledge is possible by means of Sana’t / art /τεχνη. Therefore the next step is searching for these arts that are well-known among citizens of different cities and civilities. Farabi says that for Plato these arts are six arts according to six dialogues-that begins with theological syllogism art in the Euthyphro and continues by language, poetics, rhetoric, sophistics and ends by art of dialectics in the Parmenides. According to Farabi Gorgias (means service) is after Ion dialogue about poetics, before the Sophist that is about sophistics. In this dialogue Plato searches two problem, does this art give us knowledge or only the method, and how much this art is knowledge?

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Aims: This study aimed to explore the correlation between social capital and loneliness among older adults residing in Pekanbaru, Indonesia.
Instrument & Methods: This cross-sectional study utilized multistage clustered sampling combined with consecutive techniques to enroll 257 participants from the Payung Sekaki sub-district and was conducted between January and February 2022. The Socio-demographic Questionnaire, Social Engagement Questionnaire, and Loneliness Questionnaire were administered to collect data and the obtained data were analyzed by the Chi-square test and logistic regression analysis using SPSS 22.
Findings: The results indicated significant associations between loneliness and age, gender, education, marital status, and social capital among older individuals. The results of the multivariate analysis using binary logistic regression revealed that education (p=0.010; OR=0.362; 95% CI=0.167-0.784) and social network (p=0.015; OR=1.836; 95% CI=1.150-2.677) were significant predictors of loneliness.
Conclusion: Socio-demographic characteristics and social capital are associated with loneliness.

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Given that L2 engagement serves a vital role in students’ academic success, studying the predictors of this construct seems critical. Notwithstanding, factors influencing one’s engagement in an L2 context have remained unclear. To respond to this gap, the present research sought to unravel the effects of teacher support and teacher-student rapport on Iranian EFL students’ L2 engagement. To this aim, 216 Iranian students majoring in Applied Linguistics, Linguistics, English Translation, Teaching English as a Foreign Language, or English Literature were invited to cooperate in this investigation. To obtain the required data, three pre-designed scales were virtually distributed among the respondents. Then, through correlation tests, the association between teacher support, teacher-student rapport, and student L2 engagement was measured. Following that, the impact of teacher support and teacher-student rapport on Iranian students’ L2 engagement was assessed using Structural Equation Modeling (SEM). The correlational analysis uncovered a strong, favorable association between constructs. The SEM analysis also indicated that teacher support and teacher-student rapport can strongly influence Iranian students’ engagement in EFL classes. The implications of the results are further discussed.                
 

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In this article, at first, the authors have tried to scrutinize some of the most important attributes of Nima Yushij’s engaged poems in the first decades of 20th and 30th from the view point of extra-linguistic and sociological aspects. Then, in the framework of intra- textual and linguistic essay artistic and literary quality of these poems are evaluated. From the view point of extra-textual approach, descriptive research methodology and content analysis of results show that ideological representation of Nima’s Poem and Tudeh’s Party reading and interpretation of those poems make sense that these poems have been just engaged in this party. The interpreters and critiques of this party have reflected a uniform and concordant atmosphere with their own thoughts in relation to the poems of Nima ideologically. So, Social poems of Nima have been always interpreted with political bias on behalf of dominant discourse. But, in fact, the engagement of Nima has been totally toward the society and left Party not Tudeh’s Party. From the view point of Intra-textual and linguistic approach, Nima has never ignored literary aspect of his poetic work in favor of engaged mottos with directive and referential language. He has applied the technique of semantic foregrounding and symbolism to produce an open text which is devoted to the signification process

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Nowadays, the Flipped Classroom (FC) as a new model has become a trend in education especially due to the popularity of online education. Besides, today, social networking has found its way into education so that teachers and learners can use social media as a platform to streamline the educational process. Indeed, social networking has also become a well-known way of teaching that is shifting education while teachers and students work together in class. Furthermore, learners are often provided with new opportunities through social network platforms, and access to new models of communication to interact. Building on self-determination theories, the literature review considers the teachers’ motivation as one of the pivotal concerns about FC and it also puts more emphasis on the role of teachers’ engagement in higher education. Consequently, this review makes an effort to consider both issues, namely teachers’ motivation, and engagement within the process of FC through social networking. Overall, some implications are suggested for language stakeholders in an educational environment to consider the important issues in the process of implementing FC such as various kinds of educational platforms to increase their motivation and engagement.
 

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The integration of technologies and social media into second/foreign language education has recently gained momentum in different contexts. Given their nature, social media have been empirically identified to improve different aspects of L2 teaching and learning. However, their facilitative role in enhancing EFL/ESL students’ language skills and academic engagement has been limitedly explored. To fill this lacuna, the present study intended to provide a theoretical analysis on the utility and power of injecting technologies and social media into L2 classes and improve students’ language skills and academic engagement. In so doing, the conceptualizations, definitions, dimensions, and empirical studies that provide evidence for the interplay of these constructs are presented. Moreover, a variety of implications are enumerated for EFL/ESL teachers, learners, teacher trainers, language policy-makers, curriculum designers, and scholars in L2 education, who can recognize the facilitative role of social media in English language teaching learning.
 

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Since teachers’ perceptions of work engagement can strongly shape their engagement level, it is imperative to explore how teachers perceive this construct and its associated dimensions. With this in mind, some researchers have evaluated teachers’ beliefs and attitudes towards this notion.  Notwithstanding this, to the authors’ knowledge, no study has examined language teachers’ viewpoints on this variable and its significance in online EFL classes. To bridge these gaps, this phenomenological study explored Iranian EFL teachers’ perceptions and experiences of work engagement and its value in online English courses. To this aim, using the purposive sampling strategy, a total of 21 EFL teachers were chosen from different state, private, and non-profit universities in Iran. To obtain the required data, all participants were invited to complete an open-ended questionnaire. To reach more comprehensive data, from among the 21 participants, nine willingly took part in a 20-minute interview session. Results obtained from content analysis revealed that Iranian EFL teachers considered work engagement as a complex variable with four related dimensions of emotional, cognitive, behavioral, and social engagement. The results also indicated that Iranian teachers perceived work engagement as an important professional behavior that results in increased academic achievements, professional advancement, improved teaching quality, and strong teacher-student rapport. Hence, education leaders and teacher educators should support Iranian EFL teachers in enhancing work engagement dimensions to improve professional growth and teaching quality. 

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Students’ engagement in classroom activities has been at the center of attention these days that affect learners’ success, mental health and alternatively, their disengagement impacts their achievement and may also affect their future professional well-being. Motivation is another important contributor to success in education, which is also in line with engagement. Likewise, demotivation has been a concentration point of instructional research; yet, it has not obtained much concentration in the realm of language acquisition. Indeed, English as Foreign Language (EFL) learners’ demotivation has an essential role in hindering their learning in the English language learning classroom. The level of these two concepts, namely disengagement and demotivation is influenced by different factors in students and as far as EFL teaching is concerned, one of these factors is school climate which is deemed as a predictor of academic success. Indeed, the learning climate has been attracting the attention of researchers for decades given that this construct improves or prevents student achievement and poor mental health. Nevertheless, its contribution to mitigating learners’ demotivation and disengagement has not been scrutinized yet. Accordingly, this review presents the power of the learning climate where EFL students are learning a language and its role in students’ demotivation and disengagement. Subsequently, this is followed by giving some implications for EFL teachers, school authorities, and researchers.

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In a recent decade there has been a great deal of interest in work engagement. This interest stems from evidences that show the strong relationship between engagement and individual and organizational outcomes. It has been reported that the level of employee engagement in organization is low. The decline in level of employee engagement costs organization billions of dollar in term of lost productivity. Different factors (such as job demands, job resources, personal resources) has been identified as antecedents and also different factor (such as organizational commitment, job satisfaction, Organizational citizenship behavior etc.) as consequences of work engagement. In this line, aim of this research is to explain antecedents of work engagement and its effect on organizational commitment. Results show that job resources (autonomy, social support, feedback, supervisory coaching, opportunities for development) and personal resources (self efficacy, proactive personality, conscientious trait) are work engagement antecedents. And work engagement has positive effect on organizational commitment.

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The purpose of this study is to conceptualize the Integrated Brand Engagement (IBE) with inductive approach based on data collected through interviews at Iran Khodro, Saipa, Bahman Group, Kerman Motor and Pars Khodro (during 2008-2010). The interviewees are Iranian automobile brand experts. Applying the grounded theory (GT), we could theorize the process in shaping IBE with the aim of proposing an integrated picture of brand engagement as a third paradigm. Bearing in mind the strategic role of the proposed topic in companies’ survival, we got into introducing brand for recognizing the engagement factors and then created the integrated brand engagement which let automobile industries’ owners foresee and determine better. In this theory, "Brand Equity" is the central phenomenon whereas “Integrated Marketing Communication (IMC) " is the causal condition. The central phenomenon is expressed in a set of actions and interactions, which is referred as “Customer Engagement". On the other hand, the Integrated Brand Communication (IBC) (as context conditions) and Shareholders Engagement elements (as intervening conditions) stabilize and expand the concept of engagement in the proposed model. The main consequence of this phenomenon is “Brand Engagement” leading to increase the long-term loyalty of customers, staffs and shareholders. These conditions lead all people who directly and/or indirectly involve with brand to advocate the brand because they have sense of belongingness and engagement to the brand even if they do not buy that product.