مقالات رزومه دکتر امیررضا وکیلی فرد

Effective written communication is a crucial skill in both virtual and non-virtual contexts. Developing proficient writing skills requires consistent training and constructive feedback. While previous research has examined the impact of teacher feedback on language learners, the efficacy of peer correction technique, a form of corrective feedback, on reducing writing errors among non-Iranian Persian learners has not been extensively studied. To address this research gap, this study investigates the effectiveness of peer correction techniques on the Persian writing skills of 47 male and female Persian learners from diverse nationalities. Non-random purposeful sampling was used to select participants, who were then divided into two groups, each consisting of four separate classes. Prior to implementing the peer correction technique, both groups completed a pre-test. The experimental group underwent six sessions of peer feedback technique implementation, after which a post-test was conducted. Analysis of the participants' writing errors showed that despite some limitations, the peer correction technique had a positive effect on enhancing the Persian writing skills of the non-Iranian learners in the experimental group, leading to a reduction in their writing errors. The findings suggest that peer correction techniques can be an effective means of improving writing skills among non-Iranian Persian learners. This study contributes to the existing literature by highlighting the potential benefits of peer correction techniques and informing pedagogical approaches aimed at enhancing writing skills among non-Iranian Persian learners. Furthermore, the study's results suggest that peer correction provided in a classroom setting can positively impact the writing proficiency of both foreign learners with different native languages and more proficient language learners in the experimental group.

The beliefs held by language learners regarding language learning can significantly influence their aptitude and expectations in the language learning process. These beliefs are commonly shaped by prior learning experiences and influenced by both cultural backgrounds and educational settings. It is noteworthy that an individual's beliefs not only impact their language learning but also affect their perception of the world and their communication with the external environment.As stated by Gauvain (2005:15), the cultural background of language learners and their beliefs play a critical role in shaping the social processes that contribute to their cognitive development and language learning. Consequently, the beliefs of language learners exhibit a complex relationship with their cognitive abilities, as well as their responses to linguistic and social inputs within the target language and society. Furthermore, it is noteworthy that shared attitudes, beliefs, and values are reflected in the language usage patterns of group members, as highlighted by (Genc & Bada, 2005).The crucial role of language learning beliefs in the process of acquiring a second language is widely acknowledged. These beliefs encompass the cognitive and mental attitudes of language learners towards language acquisition and exert a significant influence on their motivation, engagement, and ultimate success in language learning endeavors. While some beliefs can positively enhance the language learning experience, others can impede the learning process and lead to anxiety. Therefore, it is imperative to investigate the influence of these beliefs on second or foreign language acquisition by identifying various learning beliefs and their impact on the learning process. The objective of this research was to examine the beliefs of non-Persian language learners regarding the acquisition of the Persian language. This research provides insight into the general beliefs held by Persian learners participating in Persian language courses, thereby contributing to a deeper understanding of the relationship between beliefs and language learning outcomes.

Considering the paramount influence of culture on linguistic communication among human beings, the expansion of intercultural communication competence in learners in the process of language learning is highly imperative. Due to the lack of field research on this subject, the present study intends to investigate non-Iranian Persian language learners’ views on culture and intercultural communication competence. The study sample consists of 104 Persian language learners from different countries who are studying in Iran. The results of this study are based on the analysis of the data obtained via a structured questionnaire. Accordingly, Persian language learners believed that instructors enhanced their language skills and enabled them to use Persian for academic purposes. But they argued that the level of motivation of teachers to teach them was not satisfactory. In addition, the findings revealed that, since the participants were residing in Iran at the time of the study, they were largely familiar with the country, culture, and people of Iran. However, they were not satisfied with the amount of time devoted to culture and intercultural communication skills in Persian language textbooks intended for non-Persian speakers. One of the implications of the study was that intercultural communication skills need to be addressed in Persian language classrooms so that the learners could acquire intercultural communication competence.

The role of a language teacher is of utmost importance in the teaching and learning process, exerting a significant influence on education quality, student learning experiences, academic performance, personal development, and self-confidence. This research aims to identify and model the characteristics of an effective teacher for teaching Persian as a second language. Using field research and a questionnaire, the study gathered responses from 63 participants, including Persian learners and non-Iranian male and female students. The findings emphasize the paramount significance of language didactics knowledge, linguistic content knowledge, and social and emotional competencies in the effectiveness of Persian language teachers. Regarding personality traits, language learners prioritize politeness and respect towards the learner's individuality, fostering an inclusive learning environment. Actively listening to learners' opinions and building their confidence are also crucial aspects, highlighting the value of active communication. In terms of social and emotional competencies, language learners highly value the encouragement of extracurricular language learning, underscoring the need for motivation and support in terms of self-efficacy. The importance of motivational strategies and good communication competencies is also recognized, emphasizing their role in successful language teaching. In the field of didactics knowledge, language learners identify three essential competencies: providing explanations of grammar and vocabulary using real-life examples, designing clear and goal-oriented lessons, and presenting teaching content in a learner-friendly manner while adapting instructional methods. These findings underscore the importance of teaching expertise, instructional clarity, and consistency. Proficiency in reading, writing, speaking, and listening comprehension, along with familiarity with Persian language rules and vocabulary, is deemed crucial in terms of linguistic content knowledge. These competencies contribute to a comprehensive understanding of the language. In terms of technology, language learners acknowledge the significance of incorporating visual and audio tools in language learning. They also recognize the value of utilizing language teaching software, online dictionaries, translation tools, and digital resources for interactive activities such as tests and online assessments. These findings highlight the increasing role of technology in language teaching, as perceived by language learners. It is worth noting that there were no significant variations in perceptions among Persian learners, non-Iranian students, or between genders regarding the desirable traits of an efficient Persian language teacher. This research provides valuable insights for educators, informing them about the essential attributes required for enhanced educational standards and fostering a better understanding of learner perspectives.

The distinction between speech and writing as two types language skills is a controversial area in modern linguistic research. From this perspective, the Persian language, due to the considerable differences between the spoken and written forms, can be of particular complexity in education, especially in non-Persian languages. Therefore, in this research we intend to study the use of speech forms in Farsi productions of foreign learners and Besides we want to know to what extent language learners employ spoken words properly without provide them with direct Persian spoken instruction and relying solely on the native environment?. besides these products are subject to a particular pattern or not.
Samples of this research were collected from intermediate level Persian students at Dehkhoda Institute. The results of this study indicate that language learners could produce spoken Persian without direct instruction of spoken form, and by relying only on the native language environment. They were taught only academically and with a focus on reading skills and grammar at Dehkhoda institute, furthermore spoken forms are used more accurately in vocabulary rather than in grammer. It is worth noting that in explaining the data of this study, the Input processing theory in general and the principle of content word priority in particular have been used. Analysis of the data has shown that according to this theory, products follow a certain pattern.

The current interdisciplinary research tries to determine and analyze the semantic network of a part of Persian verbs, by applying graph theory, in the general framework of cognitive linguistics, (cognitive) lexical semantics and computational linguistics.To do this50basic Persian verbs of high frequency were selected from the verified lists of Ebadi etal.(2014),Bijankhan etal.(2014)and Sahraee etal.(2017.The research objective was to identify the strongest and most frequent sense and intra-lingual relations between these verbs by means of the characteristics of the graph drawn by Persian speakers whose mother tongue was also Persian.The statistical population of this field study consisted of Persian-speaking students studying in a ScientificApplied Center as well as those of Sharif University of Technology, and the research sample consisted of101examinees.The research instrument was a nativized questionnaire(including the verbs)which was given to the examinees and they were asked to draw any possible semantic relation between these verbs.By applying Java and Python soft wares, the graph of the extracted data from the questionnaires, the mother(social)graph, was drawn.The findings reveal that the graph’s pattern represents sense relations of synonymy, reverse antonymy, polysemy, entailment (including troponymy (hyponymy) and meronymy as well as causative relation and collocation.From among these, collocation(29.61%)entailment(23.85%)and reverses(16.71%)are themost frequent semantic relations.The achievement of this research is the identification of the semantic network oftheverbs in question in the mental lexicon of thePersian-speakers examinees.Thisnot only canbe used in preparing and compiling better materials for basic lessons of non-Persianspeakers who are learning Persian, but also in applying new educationalmethods suchas teaching verbclusters.

Teaching literature to international students can be challenging. The teaching of literature has remained traditional. Studies reveal that most of the language lecturers and teachers teach literature based on their personal experience. This study attempts to provide answer to this question “what is the most efficient model for the instruction of Persian literature to non-Iranian Persian language learners?” In this investigation, after reviewing the relevant literature, the researcher developed and piloted a questionnaire. The questionnaire was randomly distributed among 52 Persian language teachers and experts to probe their perceptions concerning the most productive model for teaching Persian literature. The data analysis showed that the participants considered the integrated approach, personal growth, cultural, and linguistic models as the first, second, third, and forth models, respectively, appropriate in the teaching of both Persian poetry and prose despite with statistically significant difference. The results further indicated that the teachers did not show significant difference concerning the application of models in teaching Persian poetry and prose. The findings of this investigation might be used to upgrade the quality of teaching Persian literature to non-Iranian Persian language learners. The results could be promising in the design and development of useful educational materials in the teaching of Persian literature.

In L2 learning, each language student learns from a specific perspective, and the individual variables such as personality characteristics could impact on students’ learning. This investigation examines the relationship between the Chinese personality types, learning styles, and strategies learning Persian as a second language. The study randomly recruited 44 students. The participants were distributed three data collection instruments including Myers–Briggs Type Indicator, Kolb’s (1984) learning style inventory, Oxford’s (1990) learning strategies questionnaire.  Results showed that there was a statistically significant difference between the learners’ personality types and their learning styles. Students with sensing and perceiving personalities - in comparison to judging and intuition personality types – were characterized with converging learning style. Learners associated with feeling and perceiving personality types preferred diverging and assimilating learning styles comparing to those with thinking and judging personality types. Whereas learners with extraverted, sensing, feeling, and perceiving personality types dominantly tended to be assimilators, the introverted students were identified with intuitive, thinking, and judging learning styles. The results also showed that the Chinese Persian language learners commonly used cognitive and metacognitive learning strategies. It was also found that they were considerably assimilators concerning learning style. It seems that perception of language learners’ personality types, styles, and learning strategies could largely have an influence on the improvement of instruction quality and the use of sound teaching methodologies.

Language teaching methods and approaches are considerably effective in teaching Persian language and culture. This study examined the teachers' perspectives toward the use of methods and approaches appropriate for teaching Persian to students learning Persian for general purposes. To this, the study recruited 43 teachers teaching the Persian language to non-Persian language learners at several Persian language centers across different universities. They were provided with a 22-item questionnaire probing the teachers' attitudes to the use of methods sub-categorized into five sections, namely, structural view, functional view, interactional view, proprietary methods, and other. The results showed that the participants generally favored 16 (out of 22) teaching methods and approchs among which "teacher-oriented and appropriate to class conditions," "communicative", "audio lingual", "task-based" and "natural approach" were ranked from the first to fifth positions respectively; in their perspectives, the principles of these five methods could be used for teaching Persian Language for general purposes. The results of the t-test showed that the methods of "teaching dogmatic language," "Pimsler," "Michael Thomas," and learning by teaching were not useful in designing and developing resources for teaching Persian language for general purposes. The results of this study might encourage the Persian language teachers to employ the most efficient methods in teaching Persian to the speakers of other languages.

It is fundamental to gain knowledge on overseas students from Arab countries in terms of their personality types, learning styles, and learning strategies to further promote the quality of Persian language teaching. This study investigates the relationship between Arab non-native speakers of Persian language and their leaning styles and strategies. To achieve the goal, 50 Persian learners were randomly selected from a Persian Language Center. Data collection instruments were Personality Types (Myers – Briggs, 1962), Learning Style (Kolb, 1984), and leaning strategies (Oxford, 1990) questionnaires used to measure learners’ personality types, learning styles, and learning strategies, respectively. Results indicated that there was a statistically significant difference between convergent learning style and extroverted and introverted learners; it was also found that the correlation between assimilator style, sensing-intuition thinking and feeling was statistically significant. The result further showed that whereas the participants utilized all learning styles (convergent, divergent, accommodating, and assimilating) proportionally, they utilized metacognitive strategies more than the cognitive strategies. The findings of this study could motivate the teachers to enhance the quality of instruction as well as the quality of methodologies practiced in Persian language classes in accordance with the type of personality and styles and strategies of language learners.

Just as our inner attitudes influence our behavior, our educational attitudes affect our classroom behaviors, including the choice of curriculum content. One of the issues in the Persian language didactic is the use of literary texts in Persian language classes for non-Iranian learners. This study examines teachers' attitudes toward the use of literary texts in teaching Persian to speakers of other languages. A 45-item questionnaire was used for this purpose. The participants in the survey were 26 teachers of the Persian language. The results indicate that the use of literary texts has a positive and significant role in the teaching of the Persian language to speakers of other languages. Findings show that words and symbols used in literary texts are difficult for Persian language learners. Literary texts are dysfunctional to develop language skills such as speaking, writing, and listening. But it improves reading skills and vocabulary. From the teachers' perspective, cultural and social environments in literary texts are unfamiliar to Persian language learners, and it is difficult to identify the cultural references and symbols used in Persian literary texts, but they can lead to the understanding of Persian's cultural norms and customs. The teachers prioritize storytelling for classroom use. Likewise, the findings suggest that gender, age, educational background, and teaching history do not influence the teachers' attitudes about the role of literary texts in teaching the Persian language to speakers of other languages.

Persian language learners have to attain an acceptable proficiency in Persian language at Iranian universities in a short period of time. The teacher-centered teaching environment has thus been modified to become a learner-centered learning environment, so that Persian learners are able to achieve autonomy and control their own learning process. In this regard, the current study investigates Non-Iranian Persian learners’ readiness for autonomy. To collect data, 155 advanced level Persian learners participated in this research. Tamer’s questionnaire (2013) comprised of four sections including responsibilities, abilities, motivations and activities done inside and outside the classroom, was applied. The answers of Persian learners suggested a discrepancy between responsibilities section and the other three sections including: abilities, motivation, and activities performed inside and outside the classroom. They assigned most of the learning responsibilities to teachers. Thus they considered themselves able, and motivated to learn Persian autonomously. Furthermore, Persian learners viewed themselves active in performing inside and outside the classroom. This could be ascribed to Persian learners’ lack of confidence. Furthermore, statistical investigations showed an inverted and significant relationship between Persian learners’ perception of responsibilities and activities performed inside the classroom. On the other hand, a direct and significant relationship was found between Persian learners’ abilities, motivation, and activities performed inside and outside the classroom. Moreover, a direct and significant relationship was found between motivation and performance inside and outside the classroom. Another finding of the current study was the existence of direct and significant relationship between activities performed inside and outside the classroom.
 
Applicants who intend to study in Iranian universities must learn Persian language over a short time span and master the language considerably. For this reason, while learning from their teachers, they must take responsibility for their own learning. In general, in recent years second language teaching has observed a change from teacher-centered pedagogy to learner-centered pedagogy in order to encourage learners to assume responsibility for their own learning and achieve autonomy.
Before discussing how Persian language learners could achieve autonomy, one needs to know their level of readiness to become autonomous, as well as their needs and shortcomings in this matter. Thus, the present study examined non-Iranian Persian language learnerschr('39') readiness to become autonomous and sought to answer these questions: 1. What understanding do Persian learners have of their own responsibilities, abilities, motivations, and out-of-class and in-class activities? 2. What is the relationship between Persian learnerschr('39') abilities and their motivation, out-of-class activities, and in-class activities? 3. What is the relationship between Persian studentschr('39') motivation and their out-of-class and in-class activities?
The subjects included 155 non-Iranian Persian language learners whose proficiency level was advanced. To collect data, Tamer Questionnaire (2013) was used which had four sections of responsibilities, abilities, motivation, and out-of-class and in-class activities. Responsibilities section examined Persian learnerschr('39') perspectives on the responsibility of learning Persian. The purpose of the abilities section was to examine the learnerschr('39') ability to learn Persian independently and without the help of a teacher. The motivation section examined Persian learnerschr('39') level of motivation to learn Persian language. The activities section covered out-of-class and in-class activities that Persian learners had voluntarily done since the beginning of the school year. Participants answered the questions on a Likert scale. At the end of the questionnaire, an open response section was added so that the learners could offer their suggestions for the betterment of Persian language teaching at the universities.</span>
Findings of the questionnaire in the responsibilities section indicated that, in the first place, Persian language learners consider language learning as the joint responsibility of themselves and their teachers. In the second place, they considered only teachers as responsible, and in the third place, they considered themselves responsible for learning. In the case of in-class activities, they considered teachers to be responsible, but in the case of out-of-class activities they considered themselves responsible. In the abilities section, Persian learners assessed their ability to learn without the help of a teacher as "good" in the first place and "average" in the second place. In the motivation section, Persian students considered themselves to have the necessary motivation to learn Persian. In the activities section, Persian students declared themselves somewhat active inside and outside the classroom. In the final section, Persian learners made suggestions for the improvement of Persian language teaching. In general, Persian studentschr('39') answers indicated a kind of contradiction between the responsibilities section and the abilities, motivation, and out-of-class and in-class activities. Findings showed that Persian learners considered themselves to have the necessary abilities and motivation to learn Persian autonomously and considered themselves active in out-of-class and in-class activities, yet they placed most of the responsibility for learning on the teachers. This issue could be explained in terms of Persian studentschr('39') educational dependence on teachers. This dependence may be due to the educational environment in Iran or in the countries from which Persian learners come. Further analyses showed that Persian learners do not have enough self-confidence.
In summary, authors of this study conclude that, along with teaching language, teaching autonomous learning to Persian language learners could help increase their self-confidence. The authors of this study also consider the response of Persian learners to the activities section as positive and as an expression of their desire to learn autonomously. In addition, statistical analyses confirmed this assertion and showed that there was a significant inverse relationship between studentschr('39') perceptions of responsibilities and their in-class activities. On the other hand, there was a direct and significant relationship between Persian studentschr('39') abilities and their motivation and out-of-class and in-class activities, as well as between their motivation and their out-of-class and in-class activities.

It seems that content sequencing upon empirical work is the most significant steps for upgrading the quality of educational resources in the literature teaching. This investigation focuses on content sequencing in Persian literary texts. The principles for content sequencing are literary genre, chronology, stylistic periods etc. It seems that there are not appropriate criteria for sequencing the content of materials for teaching Persian literature to non-Iranian language learners. This investigation attempts to answer this question “what is the most appropriate criterion for sequencing the content of resources in the teaching of Persian poetry and prose to to speakeres of other languages?” To this goal, a researcher-made questionnaire, after being piloted, was randomly distributed among 52 Persian language teachers teaching Persian to non-Iranian Persian language learners. The results showed that the participants significantly preferred the chronological content sequencing as the most appropriate criteria in teaching Persian prose literature; they considered the literary genre and stylistic periods as the second and third criteria in this regard. Unlike Persian poetry literature, the participants did not show statistically significant difference concerning the use of existing criteria, and they considered all criteria appropriate for content sequencing in teaching Persian prose.

With changes in the field of learning a second language, interest in conducting motivational research related to the second and Foreign language has expanded. However, so far, there has not been a complete scientific research on the motivation of learning Persian (as foreign / second language) among non-Iranian students in Persian. In this research, first on the base of model of Dorniey motivational self-systems (2005) and Gardner and Lambert's (1972), Clement (1980), Taguchi (2010), Papi (2009) and Magid (2011) researches on Students' motivation, a questionnaire consisting of 16 components including 91 items was designed for Persian students. The statistical sample of this study was 300 Persian-learners of male and female from Persian language teaching centers in Ferdowsi University of Mashhad, Imam Khomeini International University in Qazvin, and Tehran University of Medical Sciences. Validity and reliability of the questionnaire were evaluated using PLS software. the results showed that All of the constructs were of an acceptable reliability. Also, acceptable convergent validity was observed for the questionnaire. The divergent validity of the questionnaire was also confirmed. the relationship between the questionnaires constructs and the significance of the questions related to each structure was considered to be desirable and acceptable, and hence, the model has the proper fit and the power of predictive desirability. The t-test was used as a criterion for evaluating the questions of each construct. And since for all the statistical questions T is more than 1.96, it indicates the desirability of questions.  Extended Abstract: With changes in the field of second language learning, there is a growing interest in motivational research related to second and foreign language classes. Despite the importance of motivation in language learning, no scientific research has been conducted to investigate the factors affecting Persian language learning motivation (as a foreign / second language) among non-Iranian Persian learners. In this study, first on the base of Dornyei's (2005) self-motivational systems model, and Gardner and Lambert's (1972), Clement's (1980), Taguchi's (2010), Papi's (2010), and Magid's (2011) studies aroundMotivation of the learners, a 16-factor questionnaire including 92 items was prepared for the students. The 16 factors or constructs that were assessed in the Persian Learning Motivation Questionnaire are: Criterion measure, Ideal L2 self, Ought-to L2 self, Second language learning experience, Family influence, Instrumentality-promotion, Instrumentality-prevention, Attitudes to L2 community, Cultural interest, Integrativeness, Linguistic self-confidence, Travel orientation, Fear of assimilation, Persian anxiety, Ethnocentrism, Interest in the Persian language. In other words, the main framework of this questionnaire was designed based on Dornyei model (Dörnyei, 2005), which is one of the newest research achievements in second language motivation and has theoretically strong support, and thus provides strong support for the tool designed in the present study. Then, in order to validate the questionnaire, 300 Farsi learners from Ferdowsi University of Mashhad, Imam Khomeini International University in Qazvin, Tehran University of Medical Sciences, were asked to answer the designed questionnaire. The sampling method in this study was also randomized.These Farsi students of different nationalities, ranged in age from 50 to 18 years and were studying Persian in the upper intermediate and advanced levels in academic years of 2017-2018. Finally, the validity and reliability of the questionnaire were evaluated using PLS software. In fact, since the Cronbach's alpha criterion is a traditional criterion for determining the reliability of constructs, the PLS method employs a more modern criterion than the Cronbach's alpha, called composite reliability. This criterion was introduced by Wertz et al. And its superiority to Cronbach's alpha is that the reliability of the factors is calculated not by absolute terms but by the correlation of their items with each other. As a result, in the PLS method, both criteria are used to better measure the reliability of questionnaire. If the composite reliability value for each construct is above 0.7, it indicates a good internal consistency for the measured models and a value below 0.6 indicates no reliability. The results of questionnaire constructs indicate that Cronbach's alpha coefficient and reliability values (more than 0.7) for all 16 model constructs. Also, in the present study, factor loadings were investigated with the use of PLS statistical software. The factor loadings of the questions for each of the research variables are more than 0.3, indicating the acceptable reliability of the research constructs. Convergent validity that correlated a construct with its indices was also evaluated and in all 16 constructs this value was in the acceptable range (more than 0.5). The criterion for measuring the divergent validity of the research variables is the use of Fornell and Larcker (1981) method. This criterion is the degree of relationship of a construct with its indices or items, compared to the relation of that construct with other constructs, so that the acceptable divergence validity of a model implies that a construct in the model interacts more with its indices than with other constructs. In the PLS this is done by a matrix. This matrix contains the absolute magnitude of the correlation coefficients between research constructs (bottom triangle coefficients) and the square root of average variance extracted for each construct (over the original diameter). Since the values on the original diameter are larger than the lower values of the matrix triangle, the validity of the model discriminant is confirmed by the Fornell and Larcker method.Also, using the t-statistic of each of the questions attributed to the research variables, the suitability of the questions and overall fit of the structural model were evaluated. If the t-coefficient is less than 1.96, that question should be omitted because that question is weak in explaining its own variable and its presence in the model increases the measurement error of subsequent calculations. In the present questionnaire, the coefficients of t for all questions are more than 1.96, indicating that the questions are desirable and overall fit to the structural model.Finally, we hope that this research will be a guide for future research to examine the relationship between second language learning motivation and other variables related to second language learning. Also, by identifying the Persian motivation of the students and the factors affecting their motivation in the educational centers and Persian language classes, we can plan how the teaching and the use of educational resources can be related to the type of learners’ motivation.

Investigating the perception of language learners toward language and literature is considered as a significant issue in sociolinguistics and research on language education. Probing the Persian language learners’ understanding toward the literature might shed lights on the effectiveness of literal texts in learning Persian language; it may also clarify its status among the Persian language learners. It is currently argued that the literature cannot be beneficial in language teaching making it the subject of intense debate among Persian language practitioners. The relevant literature indicates that the attitude of Persian language learners has received very little scholarly attention. This study investigated the perception of non-Iranian Persian language learners toward the use of literal texts in Persian language teaching profession. The data collection tool was a forty-five-item questionnaire distributed among 166 participants. The findings indicated that the non-Iranian Persian language learners had significantly positive attitude toward the application of literal texts in Persian language courses; the considered criteria were apparently effective in encouraging the learners to learn Persian through the literal texts. The results could be contributing in curriculum development for non-Persian language learners and Persian language teaching program.

integrative and instrumental motivation as well as Ideal self and Ought-to self on the motivation and success of language learners, the present study has investigated these issues among the learners in Persian language. For this purpose, 20 Korean and Chinese students (10 Chinese and 10 Korean students) were selected from the Persian language teaching center of Ferdowsi University of Mashhad. Thus, the statistical sample of the study consisted of 20 Persian-Chinese students and Korean men and women (8 men and 12 women) who were in the age group of 18 to 30 years and in the academic year 2016-2017. It is also worth mentioning that these Persian students have reached an advanced stage in this center, from the introductory course of Persian language. The Farsi students responded to a 36-item questionnaire based on the Dornyei Motivational Questionnaire (2010). Finally, the data were analyzed using SPSS software. six hypotheses were proposed and we used statistical tests to examine the hypotheses. First, the normality of the research variables was examined and the results showed that these variables have a normal distribution. Therefore, as mentioned, in the next step, we examined the research hypotheses. The results of the study showed that there is a significant difference between Ought-to selves of Korean learners and Chinese or Japanese tutors. However, there is no meaningful difference between Ought-to selves of Japanese and Chinese learners. There was a significant difference between Korean, Chinese and Japanese Ideal selves. In addition, there was no significant difference between the Chinese, Korean, and Japanese learners’ promotional instrumental motivations. While there was a significant difference between preventive instrumental motivation of Japanese learners and Chinese or Korean ones. And there was no significant difference between Chinese and Korean. The results of the research suggest that there is a significant difference between integrative motivation of the Chinese, Korean and Japanese learners. There was no meaningful relationship between integrative motivation of Chinese, Korean and Japanese students and their Ideal selves. There was a significant negative correlation between ought-to self and preventive instrumental motivating of Korean students, while there was no significant relationship between these two variables in Japanese and Chinese students. In addition, a comparison of the meanings of all four motivational factors in these two groups of Persian-learners showed that, in general, in these two groups of Persian-learners, the Preventing Instrumental motivation was with the highest average, and the Ought-to self motivation has the lowest average. Also, the comparison between the motivational factors of Ideal self and Ought-to self indicates that in these two groups of Persian-learners, the Ideal self factor is stronger than Ought-to self. Comparison between the motivational factors of integration and instrumentation also showed that the Preventing motivational factor is stronger than the integrative factor and the integrative factor is stronger than the promotional instrumental factor. Finally, it should be noted that the present study focuses only on Chinese and Korean Persian learners; for this reason, it is suggested that in future studies, Persian learners of other languages be examined. In addition, it is suggested that other motivational factors related to second language learning regarding non-Iranian learners of Persian, be examined separately and compared with each other. In this case, how to teach and use educational resources can be planned according to the type of related motivation.

Goal: This study aims to develop a language-based skill test revolving around four main language skills, with principals and basics of language test development in mind intended to evaluate Persian language proficiency of non-Iranian students (In terms of language level). One of the main goals of this study is to develop a Persian language skill (proficiency) test. The purpose of language proficiency test is to measure one's overall ability to utilize the desired language without having to undergo specific training courses. So the content of a language proficiency test is not based on the content or purpose of the language courses. Also in this study, measures are foreseen to evaluate the validity and reliability of the designed test in order to obtain the Credibility of the standardized test. Research Question:The questions raised in this study are as follows:•What are characteristics of designed tests in terms of analysis of test making procedures? •To what extent does the test designed conform to the standard criteria?Research hypothesis:This test possesses the following characteristics in terms of analysis of test making procedures:This test incorporates the necessary efficiency This test is reliable. This test is valid. This test is applicable and practical. This test is designed according to standardized criteria.

In this research a descriptive-analytical method is firstly used to study previous researches, and to select a theoretical framework in order to present the theoretical concepts and basics; to construct the criterion test and standardize it the “agreement-oriented scaling method” was used, and to determine the validity of the proposed test, the “field method” was used. The statistical population of this study is the learners of Persian Language Learning Centre of Imam Khomeini International University of Qazvin. The total population of this statistical population is 200 people. The sample size of this study will be 130 members of this statistical population who have been learning Persian language for at least 2 months and a maximum of 1 year. Their mean age is 38-38 years. The sampling method utilized is cluster random sampling.

The current study has presented the Persian language proficiency test based on the multidimensional concept of language derived from Stern theory. Since it was found that the average difficulty coefficient of reading questions was appropriate and optimal compared to the criteria of test designing, It can be claimed that the designed test were in accordance with the test designing criteria. Difficulty coefficient of listening comprehension questions were assessed easy, which after flaw scrutinizing was found that it was influenced by the nationality of some of the testees and the duration of Persian language learning. Since 15 of the subjects were Tajik and 24 of them have been leaning Persian in Faculty of Foreign Languages of Beijing for 1 year, they possessed a high listening comprehension skill and this had an impact on the difficulty coefficient factor. Cronbach's alpha coefficient of the test was 0.7, indicating the reliability of the test. The content validity of the test was also evaluated well, based on the judgment of the Persian language teachers. After calculating Pearson's correlation coefficient, structural validity between reading and listening skills was also evaluated well. The designed test can be used for placement since it also possesses the needed efficiency, it can be used to for placement of subjects and determine the base level of language learner, thus informing the Persian language learners of their own skill and making Professors cognizant of Students' Linguistic Status. Another attribute of a good test is its applicability and practicality, which the designed the test is also easy to conduct, easy to score and easy to interpret and apply. Finally, in response to the research question, it can be concluded that the designed test possesses the test designing criteria and features, and has been designed in accordance with standard criteria.

Though technology has widely been used in online instruction, new approaches to instruction seem to emphasize the integration of technology into in-class practices. In this article, a review of the concept of blended learning and a brief look at its application in instruction is presented. The study aimed to compare the effect of traditional and blended instructional approaches on the creativity, motivation, and learning of non-Iranian learners of Persian language. The study belonged to applied research category and had a quasi-experimental design. 40 non-Iranian learners of Persian language who were studying at Dehkhoda International Center for Teaching of Persian Language participated in the study. Torrance’s Creativity Questionnaire, Hermans’ Achievement Motivation Questionnaire and Learning Questionnaire were used as data collection instruments. Covariance analysis showed that there were significant differences between the traditional and blended instruction groups in terms of creativity, motivation, and learning of Persian language.