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Received: 25 July 2021 Received in revised form: 9 November 2021     Accepted: 2 December 2021

The tradition of mystic biography writing, with the writing of two forms of collective and personal identification, is the continuation of Islamic historiography, which uses the tradition of documenting and objectifying the science of hadith to validate itself and creates facts about mystics or mystics. From an epistemological point of view, the construction of the mentioned reality is the result of the selection and selection of the author-narrator or narrators who represent it based on special epistemology or ideological attachments. This point is especially noticeable in personal ID cards due to the density of events and details. One of these tazkirahs is Manaqib al-Arifin Aflaki, which was written about Mowlavi and his entourage. In this article, the narrative-discursive validity of the reality created by Aflaki in representing the events of Mowlvi's life has been implied and interpreted in a descriptive-analytical way. The theoretical basis of the research is the opinions of some experts in social semiotics and critical discourse analysis, whose implications have been explained from both quantitative and qualitative perspectives. The result showed that the author-narrator documents and believable from a quantitative point of view some of his created facts by using the four modality categories of numbers, emphasis, narrative frequency and narrative continuity with high causality. From a qualitative point of view, first of all, based on relying on the narrator-focusing cognitive tools, such as the sense of sight, hearing and touch, which indicate the perceiver's "here" and "now", some other events are objective and tangible. Then, with legitimizing methods such as referring to the holy system, referring to the Sunnah, rationalizing and exaggerating another part of them, it is documented and real.

1. Introduction
Mystical biography writing and recording the lives and sayings of parents and mystics is one of
the most important genres in the history of mystical literature because of its special role in our cultural and social past. History was very important for the Muslims of the early Islamic period and historiography was born in the shadow of  Scholars of hadith science , which means collecting, editing and interpreting the reports related to the words and behavior of the Prophet and examining its narrators, had become the main activity and standard of Islamic scholars, and in a more general view, documents became a principle for organizing Education had become science of hadith was one of the methods of criticism that classified both hadith narrators into categories such as reliable, acceptable, and weak, as well as the text of hadith (Robinson, 2012, p. 166). Documents provide the possibility of controlling obvious forgeries and historical anomalies and verifying the authenticity and inauthenticity of hadiths. Accuracy in documents, quoting the news with credit from the compiler, allows the reader to know that what is being said is not just a story. In order to understand the emergence of the tradition of Muslim historiography, it is especially important to pay attention to the prominent story aspect of the written narrative, whether it is real or not. The two key words in this context are "hadith" and "news", the current construction of both of which means reporting. It is necessary to remember that Islamic historiography gradually freed itself from the sensitivities of the hadith scholars and the third century is the beginning of the flowering of Muslim classification.
The tradition of classification, which was popularized as a form of history writing, attracted the attention of Sufists and mystics, and under all religions, a narrative was usually formed in order to describe the early faces of the religion, the way of religion and conduct. Show the elders of the religion and set an example for the religion of Islam. The classification of mystics and mystics can be divided into two groups, collective and private, from the point of view of the degree of inclusion of the people under discussion. Collective tazkira books represent the life of a large number of mystics and mystics, and private tazkira is specifically about a Sufi or mystic. The book Manaqib al-Arifin by Shamsuddin Ahmad Aflaki (died 761 A.H.) is one of the exclusive tazkirehs in the biographies of Baha Wold, Maulana and his companions. The book is in ten chapters.
Aflaki started the book at the request of Molavi's grandson and his successor, Amir Arif in 718 AH and finished it in 754 AH.

2. Methodology
Biographies are written with different mechanisms and mystical notes play a significant role in creating the reality or realities of the life of mystics. Facts are created in tazkirehs and tazkireh reports are a form of mystical narration, the degree of objectivity and reality depends on the vision of the tazkireh writers. In this article, the narrative-discursive validity of the reality created by Molavi in Manaqib al-Arifin Aflaki has been identified and interpreted in a descriptive-analytical way and a narrative-discourse approach in the form of the following two questions: 1) Quantitative implications of validating the reality created by Aflaki Which was about Maulvi? How has the author-narrator represented them? 2) How are the levels of qualitative accreditation to the reality created by Aflaki regarding Molavi and its documentary supports arranged in the text?

3. Results
In this article, the result of narrative narrative-discourse explanation of Aflaki's constructed reality in Manaqib al-Arifin is described and analyzed from two qualitative and quantitative perspectives as follows:
The quantitative view of denotation indicates that the author-narrator tries to present the facts with high causality or majoritarianism by tending to four categories of modality or aspect such as numbers, emphasis, narrative frequency and narrative continuity. to mark vocabulary and narration to attract the audience-listener's opinion and make the reality believable for him. At the lexical level, these modalities sometimes serve to confirm and stabilize the represented reality, sometimes by mentioning precise numbers, sometimes in an approximate form representing the majority, sometimes with maximum emphatic adverbs. In addition to this, at the narrative level, the author relies on the frequency of the narrative and the repetition of the event that happened twice or more, or based on the continuity modality of the narrative, which provides a large space of time and space for the representation of the event and shows the constructed reality in a prominent way.
From a qualitative point of view, the author-narrator on the same level by mentioning the perceptive-sensual tools of the narrator-focalizer such as the sense of sight, hearing and touch which indicates his "now" and "here", shows the distance of the perceiver with the event, and some of It makes the facts tangible and objective. Then, on another level, it documents some other fabricated facts by relying on the sources of turning power into authority or legitimizing supports such as citing the holy system, referring to the Sunnah, rationalization, and splendour. With this description, the author-narrator of Manaqib al-Arifin organizes and stabilizes the validity of his created reality about Maulavi and the life around him from a narrative-discourse point of view - not necessarily moral.

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Thought, which has a close relationship with language, is only expressed and communicated with language. For this reason, the expansion of the Persian language will make the Iranian culture and thoughts be noticeably broadened. It explicitly shows that teaching the Persian language to non-Persian speakers is of special importance and should continue to be continuously reviewed. One of the newest approaches to teaching is flipped teaching, which consists of different stages and makes learners active. Flipped learning as an interactive model has grabbed teachers’ attention because it forces learners with the help of at-home activities to study their lessons more carefully. The current research done through a questionnaire is applied, quantitative and qualitative. The main aim of the study carried out on advanced Persian Language learners is to investigate the rate of learner’s class participation, to determine their satisfaction and academic progress and to figure out the relationship between these two factors in the flipped classroom among international language learners of the University of Kurdistan. The participants were 50 Kurdish-speaking students from Iraq who completed the course during 60 sessions (120 hours). In this research, the four skills of reading, writing, speaking and listening were taken into account. Each skill includes subsections that strengthen Persian language learning skills; watching long and short videos as well as writing their summaries, writing essays, reading Persian texts, reading pictures and listening to audio files were some of the tasks that were practiced in the classroom. The results of the research showed that the flipped classroom has given rise to learner satisfaction and academic progress. It also made out that there is a strong direct correlation, which means that high “learner satisfaction” variable scores go with high “academic progress” variable scores.

1. Introduction
Flipped teaching has been proposed as a new approach to solve the problem of engagement in education by focusing on content. "Flipped classroom" is a new idea that has attracted the attention of those involved in education, especially teachers and university professors since 2004. Flipped instruction is a method by which not only the burden of learning is on learners’shoulder and allows the teachers to act as facilitators, but also the learners learn according to their individual needs. In flipped learning, traditional methods have been abandoned and teaching has been completely reversed. In this way, the tutorials are provided to the learners online or with the help of videos recorded outside the classroom, and they do some of the class activities and exercises or items mentioned in the film by watching videos as many times as they need. Obviously, if some class activities are done at home, the continuation of exercises and assignments in the classroom will be discussed very deeply and profoundly and the pace of progress will be doubled. Flipped learning as a unique approach can modify and improve the usefullness of assignments and classroom activities done at home and at school. To sum up, it can be pointed out that in traditional teaching methods, students in the classroom learn new knowledge through lectures and practice them at home while in flipped education, giving lectures will be obsolete and students learn the material at home by waching videos and practice the activities much more deeply and profoundly in the classroom.
The research questions are as follows: What is the level of participation of EFL learners in the flipped classroom, and how much is this type of learning associated with the satisfaction of EFL learners in the classroom, and finally, what is the relationship between the two mentioned factors and the level of EFL learners.

2. Literature Review
As far as the authors of the present study know, there is no published research in investigating the class participation of international EFL learners in the flipped classrooms. In addition, no reliable research was found on determining the level of learners' satisfaction and class participation. Moreover, no research has ever focused on the relationship between learners’satisfaction and class participation. There is also no noticeable report or research on studying the use of four skills: reading, writing, speaking, and listening as well as other factors in strengthening Persian language learning skills. Therefore, the present study is unique in its kind and tries to be the beginning of further analysis of flipped classes in educational system.

3.  Methodology
This study investigates the participation and satisfaction of non-Persian EFL learners in the flipped classroom and its effect on Persian language learning. The subjects of this study are 50 Kurdish-speaking students from Iraq in the academic year 2021. They were randomly selected from among the international language learners of the University of Kurdistan in advanced levels. The data collection tool is a questionnaire. In order to determine the validity of the questionnaire, other EFL learners who had flipped classroom experience were invited to cooperate. The results showed that the measured concepts were frequently seen in the responses. Therefore, the structure of the questionnaire had the characteristic of measuring the desired concepts and was approved. The data collection tool of this study also has a reliability feature. Using the test-retest method, the questionnaires were given to a single group in two times under the same conditions and after comparing the results, it became clear that the results had a lot of overlap. The main source for this course is the book Parfa 3.  

4. Results
The results of the research show that the satisfaction and participation of EFL learners in the flipped classroom method is high and significant, and of course, it affects and improves learning Persian language among international students. The majority of students in flipped classes admitted that their academic progress was significant and that they were unconsciously involved in classroom activities. Statistical data and numerical results have answered the research questions explicitly. The statistics showed that there is a complete correlation between the variables. The two variables of "learners' participation and satisfaction" are directly related to their level of "academic achievement" and it became evident that the claim that the flipped classroom can lead to effective interaction between teachers and international students. Satisfaction and participation made learners learn more effectively from each other, become more interested in practical and group work, better follow the discussion about digital materials and the content of course resources, and ultimately lead to mobility, vitality, and dynamism. As mentioned in the data analysis, the effect of the correlation coefficient of “r” was complete and the results were significant. This shows that with an increased willingness to participate in classroom activities, all four skills of reading, writing, speaking, and listening have been taken into consideration and have contributed significantly to academic achievement.