فهرست مطالب farzaneh khodabandeh

The goal of this study was to investigate the influence of flipped, face-to-face, and blended instruction on EFL intermediate introverted and extroverted learners' pronunciation ability. To fulfill the objectives of the study, 60 EFL intermediate-level learners were selected from English language institutes of Esfahan City. Then, they were randomly allotted into a face-to-face, flipped, and blended group. Each group included 20 learners. After that, the Eysenck Personality Inventory was distributed among the learners of each group. As a result, the learners of each group were divided into an extroverted group and an introverted group. The next time, the pronunciation pre-test was given to the learners of the three groups separately. Subsequently, the learners of the flipped group were provided with the pronunciation instruction three days before coming to their classes, and then during class time, they performed various activities and exercises regarding the content. In the face-to-face class, the learners received the traditional instruction of pronunciation. In addition, in the blended group, during online training, the researcher taught the instructional content via Skyroom, and during face-to-face training, the learners were required to do the related exercises and activities of their book. After instruction, the pronunciation post-test was administered among the three groups. The findings showed that the three instruction approaches could positively increase the extroverted participants’ pronunciation ability but the flipped group attained more advancement in pronunciation learning.

Remaining the placenta and membranes is one of the risk factors for postpartum bleeding and puerperal infection. It is valuable to get familiar with the anatomy of the placenta and identify its variants to manage postpartum bleeding and puerperal infections caused by the remaining placenta and membranes. The placenta comprises three main parts: a placental disc, a three-vessel umbilical cord, and two extraplacental membranes (amnion and chorion). An amnion is a thin membrane lacking blood vessels and nerves that includes the chorionic plate and, its vessels and the fetus. There is no report on a placenta with two attached amniotic membranes in singleton pregnancy.

Case Report:

 This paper reports a placenta related to a baby boy from a singleton pregnancy with three fetal membranes (two attached amniotic layers and a chorionic layer).

In the clinical examination of the placenta, it is important to be aware of the variant of the membranes so that we can prevent possible bleeding and infection after delivery due to the retention of pregnancy products. There is also no report on the variant of membranes, so possible consequences are unknown.

There has always been controversy surrounding the teaching of diagnostic and treatment measures for novel diseases and rare treatment side effects through articles. Efficient training methods are one of the effective factors in students' academic enthusiasm. The present study was conducted to investigate the impact of case study-based training on the academic enthusiasm of midwifery students.

This cross-sectional interventional controlled study was conducted on 20 midwifery students of Ilam University of Medical Sciences, Ilam, Iran, over two semesters. Sampling was carried out in the form of the total population sampling method, and the samples were randomly assigned to the intervention and control groups. The intervention group underwent routine training and the review of case report articles on rare types of ectopic pregnancy, whereas the control group only received routine training. Data were collected through a demographic form and the Academic Enthusiasm Questionnaire. Data analysis was performed in SPSS21 software. Independent t-test was used for inter-group comparison and paired t-test for intra-group comparison.

The results of comparing inter-group and intra-group mean scores of academic enthusiasm showed no significant difference between the intervention and control groups in either phase one or phase two of the study (P<0.05).

Case study-based teaching of ectopic pregnancy had no impact on the academic enthusiasm of midwifery students in the clinical environment. Further studies are recommended to explore how case report articles on different topics affect the academic enthusiasm of students in other medical sciences in clinical settings.

Anxiety and fear of childbirth is one of the biggest concerns of pregnant women that may lead to the pain and prolonged delivery. Regarding to the midwives' treatment and supportive roles, this study was performed aimed to evaluate the effect of the presence of doula on the fear and anxiety of natural childbirth in pregnant women.

This randomized clinical trial study was conducted in 2018 on 80 pregnant women in the Hakim Hospital, Neishabour. In the intervention group, doula was with the women from the beginning of labor until one hour after the placenta was removed, doula performed supportive measures for them. But the control group received only routine care. In both groups, the Hamilton Anxiety Rating Scale and the Hartmann Childbirth Attitude Questionnaire were completed in three stages. Data were analyzed by SPSS software (version 20) and Independent t-test, chi-square, analysis of variance with repeated measures. p>0.05 was considered statistically significant.

There were no significant differences between the two group regarding individual socio-demographic, midwifery, the mean score of anxiety and fear of childbirth at the time of entering the delivery ward (P>0.05). The presence of a doula significantly reduced the mean score of anxiety and fear of childbirth in the active phase of labor and one hour after placental remove in the intervention group compared with the control group (P<0.001).

The presence of doula in the delivery wards as a simple and non-invasive intervention can reduces anxiety and fear of natural childbirth in pregnant women.

In accordance with the prominence of names and their influence on social relations, this study intended to investigate restauranteurs' attitudes on socio-onomastic factors (national, international, and religious identities) and restaurants' names in two areas of high and low socioeconomic status in Shiraz. The target population in this study was 60 restaurant owners from two different districts of Shiraz city. In order to assess the target population, a questionnaire adapted from Hussein, Nofal, and Mansour’s (2015) study was applied in this research. The results revealed significant differences in the attitudes of the restaurant owners in the area of high socioeconomic status compared with the area of low socioeconomic status in that they were more optimistic toward the choice of foreign names in bringing positive commercial outcomes, and being more interesting, unique and prestigious. Contrarily, significant differences of restauranteurs in the area of low socioeconomic status demonstrated more inclination and positive attitude toward using religious names as being more unique and prestigious. The results of this research valuable insights for experts in the field of linguistic, EFL researchers and students.

The present study sought to explore whether the incorporation of the integration of technology and project-based learning into the mainstream English teaching classrooms contributes to the development of critical thinking and problem solving, as two skills essential for 21st century English learning. To accomplish such an objective, 35 Iranian learners of English were assigned to an experimental and a control group in a quasi-experimental study. Along with benefiting from a multi-skill textbook-oriented language instruction, which was the conventional teaching method of the class, the participants in the experimental group dealt with a variety of small- and large-scale technology-aided projects. The control group’s participants, on the other hand, received a multi-skill textbook-oriented language instruction in the absence of any technology-aided projects. The comparative analysis of the control and experimental groups’ performance on the critical thinking and problem solving pre- and post-treatment measures revealed a significant impact for the study treatment in improving the participants’ critical thinking and problem solving in English learning classes.The findings of the current study may be beneficial to those interested in exploring the contribution of technology to the modern educational system. Material developers and syllabus designers could also use the results of the study to augment their instructional packages for technology-assisted project based English learning.

To help students progress in today’s technology-aided competing universe, along with fostering knowledge acquisition in any particular field, educational systems are supposed to incorporate 21st century skills into teaching to fill the gap between students' knowledge of the field and the competencies required to use the acquired knowledge. This study sought to explore whether the incorporation of technology and project-based learning into the mainstream English teaching classrooms contributes to the development of linguistic competence as well as self-regulation, as one of the indices of 21st century learning. To accomplish such an objective, a quasi-experimental design was employed and two intact classes, including 68 Iranian leaners of English, were assigned to an experimental and a control group. Along with benefiting from a multi-skill textbook-oriented language instruction, the participants in the experimental group dealt with a variety of small- and large-scale technology-aided projects. The control group’s participants, on the other hand, received a multi-skill textbook-oriented language instruction in the absence of any technology-aided projects. All the participants were gauged in terms of English proficiency and self-regulation, before and after receiving the instruction. Based on the comparative results drawn from an analysis of covariance (ANCOVA), the technology-aided project-based instruction of the study improved the participants’ level of self-regulation and language proficiency.

Young people's interest in strength exercises has led to the high use of anabolic steroids (AAS) regardless of its long-term side effects. Therefore, this review study was conducted with aim to investigate the effect of AAS drugs on male fertility.

In line with the aim of the present review study, search was performed in the databases of Scopus, Pubmed, Proquest, Science Direct, ISC, Irandoc, Magiran and Google Scholar with the keywords of energy drugs, male fertility, spermatogenesis, androgenic anabolic steroid drugs and AAS without time restrictions. Among a total of 8453 articles extracted, after reviewing the title, abstract and inclusion and exclusion criteria, finally 33 articles were reviewed.

AAS drugs have long-term effects on the male reproductive system and disrupt spermatogenesis through four primary mechanisms including direct effects on gametes, hypothalamic axis change, pituitary and testis, erectile dysfunction or ejaculation, and decreased libido. It also reduces testosterone production and suppresses spermatogenesis by inhibiting negative feedback at LH and FSH levels. Most side effects are reversible after discontinuation, but long-term use during the reproductive ages and testicular developmental stages disrupts semen analysis and sperm function parameters, and there is no possibility of responding to alternative therapy. Not enough information has been reported about the time required to return male fertility after drug discontinuation.

Excessive use of AAS drugs has long-term adverse effects on male reproductive health, so, existence of various and unknown items of drugs in the market, advertising in clubs and cyberspace and high consumption of drugs regardless of its side effects, require management measures to solve this global health problem and maintain male reproductive health. Therefore, education is recommended to the community, athletes, coaches and health care providers.

The use of different types of creative teaching techniques such as mind-mapping has drawn the attention of teachers. In this regard, the present research aimed to investigate the effect of implementing mind mapping technique on the improvement of EFL learners’ speaking skill in traditional and flipped classes. It also took a further step and examined the personality of the learners into account. To this end, 80 homogenous elementary EFL students who were studying English language teaching at Payam-e-Noor University, were divided into four equal groups based on their personality type and were assigned into the traditional and flipped classes. Before the treatment, a speaking pretest was taken and the results indicated that the groups were homogenous in terms of their speaking ability prior to the administration of the treatments. After the pre-test, the groups received treatment. The participants of the traditional groups drew mind maps about each speaking topic, and the participants of the flipped groups used digital mind mapping technique to brainstorm about the topic. After the twelve treatment sessions, the groups participated in a post-test. The findings indicated that in the post-test, there was a significant difference between the participants’ speaking scores in terms of pronunciation, grammar, vocabulary, fluency and comprehension. The findings showed that the introverts had better gains in the flipped classes, while the extroverts benefited from the treatment in the traditional classes. Moreover, the positive effects of mind mapping technique were observed in all four groups. These results can provide both teachers and students with valuable insights into the application of mind mapping technique in flipped and traditional classrooms for both introverted and extroverted personalities.

The way people exchange information or address one another has attracted the attention of researchers all around the world. This study endeavored to compare the address terms used in Iranian and American social and political talk shows in English. To reach the goals of this study, a corpus which included Iranian and American English address forms was selected. The address forms used in this study included recorded digital files of authentic TV talk shows, both Iranian and American through the use of digital receivers to observe them deliberately for address forms. The data of this study derived from observation of spoken discourse. Based on the classification of address forms by Manjulakshi (2004), a new classification developed by the researchers to identify different address forms in this corpus. As the results showed, the overall examination of the address terms provided in this study makes it clear that Iranian address terms are relatively formal and culturally, socially and politically loaded. In American address terms used in political and social talk shows, terms such as personal names are widely used. This may be indicative of the fact that Americans in media, as in society, prefer to be less formal. The findings of this study can be used by curriculum and material developers to consider aspects of cultural differences in different contexts of situation.

The high significance of Formulaic sequences (FSs) in each language has attracted the attention of scholars. This study aimed at comparing the use of FSs in English as a foreign language (EFL) and English as Native Language (ENL) lectures. Additionally, it attempted to discover the textual and structural functions of used FSs in two corpora of lectures. Finally, this study aimed at finding the position of FSs in sentences. To this end, two corpora, namely the transcribed corpus of spoken English of ELF and the Michigan Corpus of Academic Spoken English were selected to be studied. The present study selected 100,000 words from the two corpora, approximately 50,000 from each The study employed Antconc software in order to accomplish its goal. Then, 638 FSs were extracted from previous studies and examined one by one. They were analyzed from different perspectives according to the objectives of the study. The results indicated non-native speakers used FSs more than native ones. Moreover, the most used textual function was saptio-temporal one both by non-native and native speakers. The most used structure by both groups was prepositional phrase. Furthermore, both groups used FSs in initial position more than other positions. The present study has implications for students, teachers, and material developers.

The efforts were made in the present study to seek two objectives determining the effect of Telegram as a social network on second language achievement of Iranian foreign language (EFL) learners, and exploring the EFL learner’ attitude toward using Telegram for language learning purposes. To this end, 40 EFL learners were randomly selected and then divided into two groups of experimental and control. The experimental group did their exercises through Telegram as a collective language learning activity at home, while members of the control group did the exercises in their individualistic specific ways. After the treatment, the results of Independent-Samples t-test showed that the experimental group outperformed the control group. The results of interview indicated that EFL learners mostly had never used any kind of social media in a collective manner for language learning. The findings of this study might have some implications for teachers to help them employ social media as an educational tool, for language learners to indicate the advantages of using social media for language learning, and for material developers to design activities in textbooks which need to be done through social media in a collective manner.

Translating verbal humor in audiovisual texts poses a serious challenge to translators, so this study investigated the nature of challenges which affect the translation of humor. For this purpose, the translators’ perception of humorous expressions from fourteen episodes of an animated comedy entitled “The Boss Baby” were identified and the selected expressions were compared to their dubbings conducted by Nahal and Gem Junior channels and the translation strategies were analyzed, then the impact of the reception environment and the reasons for using each strategy were investigated. The frequency and percentage of strategies applied were calculated and the findings revealed that while literal translation was the most frequently used strategy in Gem Junior channel, substitution and omission were the dominant strategies used in the other one. Nahal channel naturally rendered the dialogues in a way which is familiar to the Iranian children’s culture; therefore, it’s translation was target-oriented. On the other hand, Gem Junior channel's translation opted for a method which was between domestication and foreignization. Finally, the results showed that the tra

This study reports on the way nonnative Iranian writers make use of verbs in the discussion section/chapter of their master theses in the field of English Language Teaching. Although verbs have been studied extensively in academic writing, there has been little attention given to the verbs in the discussion of theses written by English Foreign Language (EFL) students. To fill this gap, sixty M.A. theses were purposively selected and analyzed. These theses were first categorized based on the research approach they had employed. There were three broad categories of quantitative, qualitative, and mixed method theses. The verbs in these theses were analyzed with reference to their reporting and nonreporting status. Then, other linguistic features; namely, tense, aspect, and voice were examined. Descriptive statistics was exploited to reveal differences among the theses representing each research approach. The findings indicated that there are no differences between the theses written within the three research approaches regarding the verbs used, except for the use of progressive aspect for the reporting verbs in the qualitative theses and the use of passive voice for the nonreporting verbs in the mixed methods theses. Suggestions for further studies on the issue and a number of implications are given at the end of this study.