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A close look at the education system reveals that too much attention is attached to text while visuals, such as pictures and cartoons, are often deemed as “decoration”, or are not incorporated in the textbooks at all. Visual texts constitute a part of daily communication, which can potentially bear many layers of meaning. Such a complexity involved in visuals turns them into an ideal resource for not only L۲ learning but also the improvement of intercultural communicative competence (ICC), along with cultural awareness. The status of cultural elements and representation of culture in English instruction has proved to be a tricky issue. This is mainly because of the diverse range of contexts where English is used on an international scale globally. Given the integral relationship between language and culture, it is essential to teach cultural elements in L۲ classes, in particular, the representation of cultural values and elements as an integral part of the L۲ curriculum of English language teaching (ELT). Furthermore, from a critical linguistics viewpoint, language textbooks should be viewed as social and cultural vehicles. Therefore, the incorporation of cultural symbols and raising cultural awareness are considered essential issues in ELT textbooks, particularly in the context of English as a foreign language (EFL). Furthermore, multiple approaches to the analysis of textbooks and cultural contents have been adopted by different researchers. Here, the present study is based on the core principles of semiotic analysis which implies that texts, pictures, and other modes of communication can be used as potential semiotic resources. This review study can yield important theoretical and pedagogical implications for researchers, L۲ instructors, and the developers of ELT textbooks to take the images into account to represent culture in the textbook.

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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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هدف از این مقاله، ارزیابی کیفی خواص مکانیکی پوشش نانوساختار سخت نیترید آلومینیوم-تیتانیوم اعمال شده بر روی ابزارهای برش با استفاده از آزمون پراش پرتو ایکس می باشد. برای این منظور پوشش های نانوساختار TiAlN و TiN با استفاده از روش های رسوب گذاری شیمیایی از فاز بخار به کمک پلاسما و کندوپاش مغناطیسی با توان برانگیختگی بالا به صورت جداگانه لایه نشانی شدند. برای بهبود چسبندگی پوشش نانوساختار TiAlN به زیرلایه فولادی به مدت یکساعت با استفاده از پوشش میان لایه نیترید تیتانیوم لایه نشانی شدند. برای مقایسه نتایج بدست آمده با مقادیر واقعی از دستگاه های نانودندانه گذاری، ریزسختی سنجی و میکروسکوپ الکترونی روبشی گسیل میدان استفاده شد. نتایج دلالت دارد که استفاده از آزمون پراش پرتو ایکس و تحلیل پیکهای بدست آمده از این روش، می تواند به خوبی خواص مکانیکی پوششها را به طور کیفی مورد ارزیابی قرار گیرد. برای اثبات ارتباط میان خواص مکانیکی با اطلاعات مستخرج از نمودارهای پراش پرتو ایکس، از عوامل مختلفی چون پارامتر شبکه، میکروکرنش و تنش پسماند، ضریب بافت بلوری، چگالی نابجایی ها و اندازه دانه بلوری بهره گرفته شد. در نتیجه این روش می تواند به عنوان روش غیرمخرب، سریع و ارزان، برای مقایسه و ارزیابی کیفی خواص مکانیکی مواد لایه نازک مورد استفاده عملی قرار گیرد.

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This bibliometric analysis explores the integration of semiotics within educational contexts, highlighting a transformative shift towards multifaceted understandings of knowledge construction through language, multimodality, and educational transformation. Drawing on ۱۸۲۳ publications from the Web of Science database, this study employs both co-citation and co-word analysis to reveal prevalent themes and keywords in the field of semiotics in education. The co-citation analysis highlights the evolution of semiotic theories and their application in educational practices, from foundational concepts introduced by pioneers such as Saussure and Peirce to modern interpretations that consider the impact of digital technologies on semiotic resources. Co-word analysis, on the other hand, uncovers key research topics such as multimodality, multiliteracies, and the role of technology in mediating semiotic learning processes. This investigation is novel in its comprehensive approach to mapping the semiotic landscape in education through bibliometric methods, offering insights into how semiotic theories shape educational practices and outcomes, especially in language teaching and learning. By synthesizing findings from diverse research clusters, this study emphasizes the importance of adopting a multidisciplinary approach to understand the dynamic interaction between semiotics, technology, and learning. It contributes to advancing educational research by highlighting the transformative potential of semiotics in crafting more engaging, inclusive, and effective learning environments in the digital era.

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