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The purpose of this study was to investigate the effectiveness of telling social stories on the use of some morphological features of speech in children with autism such as adverb, adposition, possession, article, compound noun, adjective and plural form of noun. This is an Interventional, quasi-experimental single group study with a pretest-posttest design. The study subjects were selected by convenience sampling method which included 10 Persian-speaking aged 7 to15 years old with autism spectrum disorder, requiring support, from all autism population in Qazvin Autism Center in 2019. The framework was based on the model of Brown 1973 and Naigles 2014 (taken from the research of Tek et.al 2014). Social stories were designed and organized, based on the model of Gray 1993. The children of autism received the intervention program in 10 individual sessions 30 to 45 minutes. The pre-test and post-test comparison of morphological categories in visual test and spontaneous test showed that the average use of names and particles in the post test was more than the pre-test for all cases. The biggest difference is related to the adposition. The result of the Wilcoxon test analysis showed that the training had a significant effect only on the visual test and on the article (according to the average of the pre-test and post-test, the statistical value and significance level = p˂0.05). 

 

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Nowadays, many people and companies enter the business world. So, rgarding the important and prominent role of internet and commercial advertisements in daily life, the relation between the business world and people should not be ignored. The purpose of this research is to examine the persuasive language in terms of type and number of persuasive steps in a number of Persian commercial internet textual advertisements based on the Cheung’s (2008, 2010) persuasive move schema model. This research is of descriptive-analytical kind. Therefore, To this end, a number of 120 Persian commercial internet textual advertisements collected through official Persian websites have been analyzed as research data based on the type and number of the persuasive steps. As to the type of persuasive steps, the results showed the most used type of persuasive step was steps of the persuasive move "offering suggestions" having been used with a frequency of 63.7%. On the other hand, the persuasive steps of "explicit stimulus actions" included the lowest frequency with a frequency of 0.1%. It was also shown the new persuasive step "motto" has been used with a frequency of 17%. Besides, the examination of the number of persuasive steps indicated the most used advertisements were "four-step" advertisements with a frequency of 26.7%. "Ten-step" advertisements were observed with a frequency of 0.9. Finally, the analysis of the type and number of persuasive steps revealed there was a significant difference not only between the type of steps examined but between their number as well.
 

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In the Persian language, which follows the SOV (Subject-Object-Verb) word order, the interrogative complement or prepositional object usually appears after the object in the focal position. However, it is possible to move this phrase to other positions within the sentence. The aim of this study is to investigate the processing of interrogative complement displacement in Persian using Event-Related Potentials (ERPs) based on Friederici's syntactic processing model. This study focuses on the central-parietal region of the brain, specifically the N400 and P600 components, which, according to Friederici's language processing model (1995), examine the filler-gap dependency structure and the mental representation of these phrases. Four different positions of the interrogative complement in Persian were examined, and 50 sentences were constructed for each condition.. The results indicate that the displacement of the interrogative complement leads to different brain responses, with an increase in N400 amplitude in the central-parietal region when the interrogative complement follows the subject, and an increase in P600 amplitude in the initial or focal position of the interrogative complement. These findings suggest that the displacement of the wh-complement in Persian, according to Friederici's model, has a neurophysiological basis and may represent a filler-gap dependency structure in mental representation.

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The current study identified EFL teachers' emotional experiences in technology-equipped classes from an appraisal theoretical framework (Frenzel, 2014). It further explored the underlying antecedents of the recognized emotions and sought instructors' suggestions for improving the current unpleasant feelings experienced. To this end, 10 EFL teachers took part in the study. Necessary data were collected through journalkeeping and semi-structured interviews. The obtained data were analyzed using Merriam's (2009) inductive approach. Research findings revealed that teachers enjoyed the class as a result of students' achievement, positive interactions among learners, and pupils' active involvement. Moreover, they felt proud if they received positive feedback from students, observed progress in students' learning, and felt capable of instructing the learners. Furthermore, shame was experienced because of feeling unable to work with technical tools, strong filtration on educational websites, and not having internet-connected systems in class. Anger was also reported to be felt if they had to work with obsolete or impaired devices. Finally, teachers' pity was aroused as they perceived the lack of professional technical tools as detrimental to students' learning. They also mentioned that they felt compassion for learners as they cannot take part in CBTs and have limitations accessing e-sources online. Teachers also argued that unpleasant emotions could be minimized through investing in equipping classes, holding training courses, and establishing a criterion for teaching evaluation. In the end, the implications and limitations of the study are discussed.
 

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This study employed a comprehensive scientometric analysis of scientific publications within the Journal of Language Related Research from 2012 to 2023, encompassing 871 journal documents. Utilizing VOSviewer software, quantitative tools were applied to analyze research output, authorship, collaboration patterns, thematic trends (past, present, and future), and geographical distribution. The analysis revealed a significant increase in the number of publications in recent years, though citation rates displayed variation across the timeframe. Visualizations based on co-authorship, bibliometric coupling, and citation data unveiled a dense network of collaboration among authors. The authors with the highest number of publications were Golfam (n =17) and Pishghadam (n =16),  while Derakhshan (78) and Shakki (65) were the two authors with the most citations. Analysis of "authors' keywords" and "keywords plus" co-occurrences within the network pinpointed prominent thematic areas within the journal's knowledge domain and context, including "Persian language," "critical discourse analysis," "semiotics," and "cognitive linguistics." The study concludes with a discussion of the findings and their broader implications.


 

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The practice of English as a medium for learning academic subjects in academic settings is becoming more popular all over the world. However, its application in music in countries where English is not the first language is controversial. Indeed, English Medium Instruction (EMI) is growing promptly in various territories such as the Middle East and North Africa as a part of internationalization. The application of EMI plays a crucial role in improving learners’ English skills and subject matter which can also affect learners’ achievement. The most important predictor of learners’ performance and success is self-efficacy which is also a relevant concept in the area of music performance. Although self-efficacy is significant, its contribution to music learning and academic accomplishment in EMI courses seems critical. Indeed, it should be taken into consideration as it is in direct relation to learners’ academic achievement. As a result, the main objective of this review is to inspect the contribution of self-efficacy to music students’ academic achievement in a context where English is used as the medium of instruction. In a nutshell, the current paper ends up with some suggestions and recommendations to be used by teaching participants in scholastic situations.
 

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Learners’ classroom involvement is thought to be highly influential in their academic success in that highly involved learners typically invest more time and energy in acquiring course content. For this reason, the predictors and determinants of learners’ classroom involvement have been highly attended to by educational researchers. Nonetheless, the predicting role of teachers’ emotional competencies like compassion and empathy has rarely been researched. Furthermore, to the best of the researcher’s knowledge, no theoretical review has looked into the concurrent impacts of teachers’ compassion and empathy on EFL (English as a Foreign Language) learners’ classroom involvement. To address this lacuna, the current theoretical review aimed to explicate the effects of these two emotional competencies on EFL learners’ classroom involvement. The desirable effects of teachers’ compassion and empathy on EFL learners’ involvement were demonstrated using theoretical and empirical evidence. The implications of the present review’s findings are thoroughly discussed.

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The purpose of this study was to investigate the effectiveness of telling social stories on the use of some morphological features of speech in children with autism such as adverb, adposition, possession, article, compound noun, adjective and plural form of noun. This is an Interventional, quasi-experimental single group study with a pretest-posttest design. The study subjects were selected by convenience sampling method which included 10 Persian-speaking aged 7 to15 years old with autism spectrum disorder, requiring support, from all autism population in Qazvin Autism Center in 2019. The framework was based on the model of Brown 1973 and Naigles 2014 (taken from the research of Tek et.al 2014). Social stories were designed and organized, based on the model of Gray 1993. The children of autism received the intervention program in 10 individual sessions 30 to 45 minutes. The pre-test and post-test comparison of morphological categories in visual test and spontaneous test showed that the average use of names and particles in the post test was more than the pre-test for all cases. The biggest difference is related to the adposition. The result of the Wilcoxon test analysis showed that the training had a significant effect only on the visual test and on the article (according to the average of the pre-test and post-test, the statistical value and significance level = p˂0.05). 

 

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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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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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This research is aimed to capture EFL teachers’ use of technology in Task-Based Language Teaching (TBLT) by focusing on the variety and intensity of tasks in teaching reading. Driven by the survey research, the data were collected from 71 teachers of English as a Foreign Language (EFL) in Indonesia and analyzed descriptively. The findings show that the EFL teachers perceived that the use of technology in TBLT in teaching reading is important and it can enhance students' language learning experiences. Technology offers engaging materials and activities that aid reading comprehension. Furthermore, EFL teachers' use of various  tasks and resources may indicate a need for continuing professional development to improve digital literacy skills and pedagogical strategies of English teachers in EFL context. Although the findings of this survey give an insight into the data of English teachers’ use of technology in TBLT in terms of variety and intensity in teaching reading, this survey has its limitations with regard to the numbers of participants. This research highlights the dynamic relationship among technology, TBLT, and reading instruction in the EFL context, and suggests the need for continued research and exploration of best practices in this area. The current study succeeded in adding new empirical studies related to the variety and intensity in pre-reading, whilst-reading and post-reading activities of EFL teachers enacting teaching reading with the use of TBLT. 

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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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 Small and mid-sized enterprises (SMEs) have played a significant role in the growth and advancement of the Chinese agriculture sector. However, these enterprises often face challenges in navigating local distribution networks, complying with regulations, and procuring local consumer products, which can hinder the marketing environment and impede economic growth. To address these issues and promote continuous business development, Chinese agriculture enterprises require effective modeling techniques that facilitate transformation to meet evolving requirements. This study proposes a game-theoretic approach, specifically the Mixed Strategy Game-Theoretic Approach (MSGTA), as a decision-making tool for enterprises facing pre-emptive changes. By analyzing oligopoly firm behavior, the MSGTA approach identifies enterprise outcomes, cooperation patterns, and price-fixing strategies, providing decision-making options and incentives within the enterprise structure. The MSGTA approach assists SMEs in the Chinese agriculture market by systematically analyzing product development stages and ensuring the effective adoption of pre-emptive changes. The efficiency of SMEs implementing the MSGTA approach is evaluated by examining statistical relationships between enterprise growth and requirements. By integrating effective modeling techniques, Chinese agriculture SMEs can adapt to changes proactively, enhance their ability to navigate local distribution networks, comply with regulations, and procure local consumer products more effectively, thereby improving the marketing environment and fostering economic growth.
 

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Entrepreneurship is vital for driving innovation, economic development, and sustainability in the agricultural sector, empowering farmers, and ensuring food security. Successful promotion of agri-entrepreneurship demands a nuanced approach that considers both the personal traits of entrepreneurs and the institutional factors. This study employed linear regression analysis and principal component analysis to examine the determinants of entrepreneurial success and identify factors contributing to effective interventions across three distinct entrepreneurial categories i.e., farm-based, off-farm based, and service/tech entrepreneurs. Data was gathered through structured interviews involving two hundred agri-entrepreneurs in Rajasthan and Telangana states. The regression analysis revealed that diverse psycho-personal and socioeconomic variables like marital status, income levels, and achievement motivation were of significant influence. The principal component analysis provided valuable insights into the institutional factors underpinning effective entrepreneurship promotion interventions. Technical factors like tailored project support, financial enablers including government funding and tax incentives, and robust implementation mechanisms involving stakeholder collaboration were highlighted. Operational elements such as; training institute-industry-market-entrepreneur linkages, administrative commitments, and policy consistency, collectively shaped intervention effectiveness across the entrepreneurial ecosystems. This comprehensive examination of individual and institutional determinants offered a holistic perspective on fostering successful agri-enterprises, emphasizing the need for contextualized approaches that align personal attributes with tailored institutional interventions.

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  This study shows the integration of e-commerce and advanced algorithm-based learning to establish a sustainable economic system and foster cultural education. The research also investigates the impact of rural aging on the utilization of several different land types, including arable land, forest land, and transportation land. The incorporation of e-commerce platforms offers advantages such as resource consumption reduction and efficient supply chain management, enabling broader market access and sustainable production and consumption. However, challenges related to data privacy, algorithm bias, and the digital divide need to be addressed for inclusive access. An artificial neural network (ANN) was constructed to analyze the impact of resource consumption and cultural exploration on market access, ethical practices, and data privacy. The ANN predictions showed that cultural exploration is most prominent with restricted market access, while data privacy is inversely related to ethical practices and market access. Regardless of consumption levels, resource consumption leads to increased data privacy. The study also found that rural aging has a significant negative impact on urban, industrial, and transportation land, but no significant impact on arable, forest, and garden land. The impact varies between towns and townships, with rural aging reducing urban and industrial land in towns but promoting the expansion of forest and grassland in townships. The results show the promising avenues for sustainable economic development and cultural education through the integration of e-commerce and advanced algorithm-based learning, while emphasizing the need to address key challenges and the implications of rural aging on land use for sustainable development.

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Effects of part replacement (20, 40, 60, 80 and 100%) of whole wheat flour by composite flour (based on foxtail millet, proso millet and buckwheat flours in equal proportions) on physical, nutritional, sensory and antioxidant properties of multi-millet cookies were investigated. Increase in the ratio of composite flour in the blend and formulated cookies resulted in increase in ash, fiber, fat and protein and decrease in moisture and carbohydrate contents. Increase in supplementation levels of composite flour added to the TPC, DPPH, reducing power and FRAP and decrease in metal chelating activity of cookies. Maximum gain in thickness and weight as well as loss in diameter, spread ratio and bake loss were observed with the highest composite flour substitution. Color values such as a* was found to be enhanced whereas L* and b* were found to be weakened, simultaneously NEB values got increased upon substitution. A 60% blend of composite flour with whole wheat flour was selected best used in the cookie’s formulation on the basis of sensory evaluation. Overall, this study demonstrates that millet based composite flour can effectively improve the functional values of formulated cookies, in addition to an option for the development of gluten free products for celiac patients. 

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