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The present research aims to enhance our understanding of the relationship among factors related to individual differences in language learning, particularly the constructs of Willingness to communicate, Social intelligence, and Motivation. Gender and language proficiency level were also investigated. In order to answer the research questions and examine their relevant hypotheses, 168 adult Persian language learners in different language levels from various universities (79 females and 89 males) completed the 44-item questionnaire. Results of statistical analyses revealed that the relationship among all three variables was completely meaningful. However, there was no significant relationship was found between WTC and females’ L2 ought-to self. The relationship among WTC and other variables, namely L2 ideal self, learning experience, overall motivation, and social intelligence, in male participants was stronger than their female peers, while the other way round was witnessed concerning the relationship between social intelligence and motivation. Data analysis based on language proficiency level showed that in beginners the relationship among WTC and learning experience, L2 ideal self, and overall motivation and that of social intelligence and motivation was stronger than other levels. In intermediate level, as WTC increased, L2 ought- to self decreased significantly. Moreover, among all levels, the strongest amount of relationship was reported between WTC and social intelligence in intermediate level. 

1. Introduction
Individual differences are of vital importance in language learning and second/foreign language classes and lots of research has been carried out to examine these individual differences and different variables involved in them. In order to apply the most appropriate teaching methodologies, language educators have to have their students’ differences in mind. This study aims to explore the relationship and possible interaction among motivation, social intelligence and WTC of adult Persian learners in different levels regarding their gender.
In order to investigate this issue in more detail the following research question is addressed:
RQ1: Is there any relationship among WTC, overall motivation (including components of L2 ideal self, L2 ought-to self, and L2 learning experience) and social intelligence in adult Persian learners in different levels? And, is there any gender differences in this regard? 
To answer this research question three research hypotheses have been proposed:
RH1: There is a significant relationship among WTC, motivational components and the overall motivation of Persian learners in different levels and this relationship is stronger in females and beginners.
RH2: There is a significant relationship between WTC and social intelligence and this relationship is stronger in females and beginners.
RH3: There is a significant relationship between motivation and social intelligence and this relationship is stronger in males and beginners.
 
 
 
2. Literature Review
Second language research is replete with evidences suggesting that language learning is primarily learner centered (Brown, 2007). In past two decades there has been more emphasis on the role of learners in language teaching and research and their individual differences have been an issue of serious concern among L2 researchers (Dornyei & Skehan, 2003, p. 603). There are so many variables related to learners which facilitate language learning process (Dornyei, 2005). WTC is a personal component that arrested researchers’ attention from both dynamic and static viewpoints. In fact, WTC is a key concept in L2 teaching and learning and refers to the language learner’s willingness to either remain silent or employ second language (MacIntyre & Charos, 1996; Wen & Clement, 2003). Among different variables effective in the extent of WTC, we can point out the learner’s motivation to learn an L2. Motivation is a force which can guide you towards the actions and solutions and is an inclination to perform a particular action or reach a specific aim. It is also concerned with the acts which gives the behavior force and direction. Motivation is a latent variable in language learning which is composed of the willingness to learn a language, the motivational intensity and attitude to learning (Gardner and Tremblay, 1994, cited in Sheikholeslami and Khayyer, 2006). Dornyei (2009) has proposed a new framework for L2 motivation, namely L2 motivational self system (L2MSS) in order to solve the problems inherent in previous theories and suggest a regular structure for L2 motivation. This new model consists of three components: L2 ideal self, L2 ought-to self and L2 learning experience. L2 ideal self is concerned with unique dimensions of a person’s ideal self which show his aspirations, hopes and desires.  L2 ought-to self is related to those features a person has to possess to avoid the possible negative consequences such as requirements, obligations and expectations. L2 learning experience deals with the contextual motivation which is necessary for the learning environment. Another factor involved in language learners’ individual differences is social intelligence. This construct is defined as the person's understanding to behave better in human relations. In the case the learners is able to first distinguish these features and then control and guide his emotions and excitement, he will be able to can remove the debilitative impediments to his performance. Through assessing the language learner’s social intelligence we can predict his potential success in personal and social life (Heidar Kaydan & Azari, 2007).
 
3. Methodology
This research was applied and field study in terms of purpose and methodology, respectively. In order to analyze the data, the findings were first examined and then the inferential statistics of the research hypotheses were tested using SPSS version 26.The data were gathered through a six-point likert scale questionnaire. This 44-item questionnaire consisted of three parts. The 18-item part examining motivational components (selves) was designed by Taguchi et al. (2009) and explored participants' motivational tendencies. The part on WTC (taken from the Compressrat Wang’s Questionnaire (2010) was composed of 13 items and the part on social intelligence was comprised of 13 items taken from a section of Bradbury-Graves’s (2005) questionnaire. The Cronbach's alpha calculated to determine the validity of 3 questionnaires of motivational components, WTC and social intelligence was .8, .87 and .87, respectively, which indicated the internal consistency of the questionnaire items. The validity of the study was also confirmed by 15 experts in the field.
A total number of 168 adult Persian learners with different proficiency levels (79 females and 89 males) from Tarbiat Moddares University, Imam Khomeini University of Ghazvin and Jameat Al-Mustaf University of Qom participated in this study. The proficiency level of these participants was first tested and then they were assigned to different groups based on their scores on the test.
 
 
4. Conclusion
Based on the findings of the present study the results extracted from the examination of the first research hypothesis can be summarized as what follows: the relationship among WTC and three variables of L2 ideal self, L2 learning experience and overall motivation was positive and significant while negative between WTC and L2 ought-to self. There was also a positive and significant relationship among WTC, L2 ideal self, L2 learning experience and overall motivation of male and female Persian learners; whereas this relationship was stronger among male participants. Moreover, while there was no significant relation between females’ WTC and L2 ought-to self, a negative and significant relation was found between these variables of male participants. WTC, L2 ideal self and overall motivation had a positive and significant relation in only beginner and intermediate levels, though no such relation was found among these variables in other levels. The results and findings concerning the second research hypothesis showed a positive and significant relation between WTC and social intelligence, while this relation was stronger among male learners. Along the same line, a positive and significant relation was reported between WTC and social intelligence in all proficiency levels, while this relation was the strongest in intermediate level. Based on the findings of this study the results drawn from the examination of the third research hypothesis can be summarized as following: A positive and significant relation was found between overall motivation and social intelligence. The same relation was reported between these variables among male and female Persian learners; however, this relation was stronger among female participants. Finally, there was a positive and significant relation between overall motivation and social intelligence in only beginner level, whereas there was not such a relation in other proficiency levels.

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The research aims to compare anxiety of non-native (Iraqi) Persian language learners in computer adaptive placement test of Persian grammar and vocabulary with its linear computerized test counterpart. The main concern of this study was to scrutinize the probable relationship between linear and adaptive vocabulary and grammar placement tests and testees’ anxiety (in case there is any)?" Explanatory mixed-method approach was used in the present study. The procedure for data collection was field research via the application of questionnaire and tests. The designed test was given to 48 Iraqi male and female students with the age range of 25-40 years from Persian language center of Tarbiat Modares University, with different language levels and in two forms of adaptive and linear computerized tests. According to positive upper and lower limits of average variance, the researcher came up to the conclusion that the average of anxiety component in linear computer test is more than the average 3. The findings revealed that test anxiety level of Iraqi students in adaptive test was lower than the linear computer test. These results help to encourage teachers and educational centers to design more computer adaptive tests.

1. Introduction
The inefficiency of the language level test cannot be ignored at all. Even if a learner is misplaced and placed in a course that does not suit his needs, it does not diminish the importance of this issue. Inconsistency in the content or at least in the framework of tests will be considered a big weakness in education. Lack of valid placement test means lack of correct identification; and misdiagnosing the learner's level means assessing the needs, determining the wrong goal and curriculum, as well as wasting his and the teacher's energy, and ultimately discouraging the learner. On the one hand, this issue will also lead to increased anxiety in the language learner. On the other hand, according to the world of communication and the ever-increasing progress in technology, more efficient and appropriate methods should be used for test-making or test implementation. In this regard, it should be kept in mind that the quality of the test does not sacrifice its appearance and shape.
Research Question(s)
The main research question of this study can be formulated as follows:
 What is the relationship between linear computerized test and computer adaptive placement test of Farsi vocabulary and grammar on the testee’s anxiety level, if there is a relationship?
Following this question, the present hypothesis is proposed:
The level of test anxiety in the computer adaptive placement test is lower than in the equivalent linear computerized test.

2. Literature Review
Measurement is the process by which a better understanding of existing knowledge is gained. Quantitative and qualitative features are involved in this process. Measurement can be as simple as the teacher's personal judgment based on his classroom observations of language learners in the class, or it can be as complex as a standard test lasting several hours (Birjandi & Mosallinejad, 2012). In the teaching-learning environment, assessment is always needed to measure the efficiency or quality and efficiency of the teaching or learning process (Masters, 2014). This important process, which is generally called assessment, is not only done after teaching but can also be done before teaching or during the teaching process. Assessment and testing are two inseparable and complementary pillars of language teaching. The relationship between teaching and testing is so closely interdependent that it is not possible to only address one of them without paying attention to the other (Zandi et al., 2018).
Until recently, test designers and teachers used traditional paper-and-pencil tests to assess and measure the achievement of cognitive learning goals (Weiss & Kingsbury, 1984). The use of computers in the field of language testing and assessment dates back to 1935 when correctional officers used computers to quickly calculate test scores in the United States (Abukhzam, 2013). Computerized tests opened a new window in future tests to measure the language skills of language learners (Fleming & Hiple, 2004).
There are different types of computer-based tests. The two main types of computer-based tests are adaptive computer tests and direct computer tests. Direct (linear) computerized tests refer to the use of a computer for a test that is the same as a paper-and-pencil test format. In this way, this test has the same questions as the paper-and-pencil test, and the items are displayed in the same order as the paper-and-pencil version. Most computer-based tests are designed based on the classical test theory and extensive studies have been conducted on them (Dunn et al., 1972; Elwood, 1969; Kiely et al., 1986).
However, there will undoubtedly always be those for whom the computer is a mystery. Therefore, computers and how to use them in the language test should be introduced and taught for their needs. Anxiety is a reaction caused by internal feelings in response to external threats (Casbarro, 2005). Test anxiety is an important issue that arises during tests. This multidimensional structure has two main factors: the cognitive dimension and the emotional dimension. The cognitive dimension deals with mental activities around the test situation and leads to worry and unrelated or negative thoughts along with feelings of discomfort. The emotional dimension is related to the psychological component, which includes anxiety, physical reaction, and arousal (Cassady, 2004; Zeidner, 2007).
 
3. Methodology
To evaluate the correctness of the proposed hypotheses, the integrated research method was used. The method of data collection is in the field and using questionnaires and tests. In this way, firstly, the vocabulary and grammar test questions were designed in computer format for male and female Persian learners aged 25-40 with Iraqi nationality at the Persian Language Center for non-Persian speakers of Tarbiat Modares University, Shahid Beheshti University and Imam Khomeini International University, at different language levels. In the form of a computerized test, the characteristics of the test were determined. Then, 48 male and female foreign students of Iraqi nationality, who had participated in the Farsi course of Tarbiat Modares Language Center and were studying at the university at the time of the research, participated in both tests and passed the test. After the test, all language learners completed the test anxiety questionnaire.

4. Results
To answer the question of the present research, the Donald Powers (1999) questionnaire was used after the tests. Examining the research data showed that the average score of the anxiety component in the adaptive test is lower than the average. On the other hand, the average score of the anxiety component in the computer test is more than average. In this way, the average scores of anxiety in the computer test are higher than the adaptive test.
Also, the examination of the scores of both tests showed that the mean scores of anxiety in computerized and adaptive test have a significant difference. Therefore, the average score of computerized test anxiety is significantly higher than the average score of adaptive test. As a result, the level of test anxiety in adaptive computer test is lower than the linear computerized test. These findings are in line with Henning's (1991) research. However, it is contrary to the research findings of Hooper and Hannafin (1989) that computer tests cause more anxiety in testees.
These results help to encourage teachers and educational centers to design more computer adaptive tests. It also shows the effect of these tests in reducing the anxiety of language learners compared to paper-and-pencil tests or direct computer tests. Therefore, by using adaptive computer tests, language learners can take the test according to their level at home or in the institution with less anxiety, and the test results will be more reliable.
 

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The purpose of present study is to investigate and compare elementary school teachers' awareness of national curriculum in Tehran and Khuzestan and to investigate their opinions about national curriculum content, the effects of Persian instructional resources in Arab zones on education, and elementary school teachers' issues and challenges respect to it and their classroom practices. Data are gathered by researcher-made and research-derived questionnaires. The sample included 160 teachers from first grade of elementary school in Tehran and Khuzestan. Comparison of the mean scores of the questions about the curriculum information in teachers in Tehran and Khuzestan showed that although teachers in Tehran and Khuzestan do not have enough information and knowledge about the national curriculum document and its content, but comparing the two groups shows that teachers in Tehran are more familiar with the national curriculum document and its content than teachers in Khuzestan province. The results of comparing teachers' opinions on the content of the National Curriculum Document were also presented in detail. Khuzestan primary school teachers assessed the effect of Persian language content on education as unfavorable and inefficient. They considered the Persian language skill level of teachers and students to be insufficient for knowledge transfer and teaching. They found the effect of Persian language on education and problems in Khuzestan teachers above average. Moreover, according to teachers of Khuzestan, Persian language book are not only effective, but they also increase instructional problems and they do various practices in class in order to solve these problems.