جستجوی مقالات مرتبط با کلیدواژه "مرور نظام مند" در نشریات گروه "ادبیات و زبان ها"

Children fiction’s writers have their own standards and criteria. Researchers and critics in the field of children's literature also provide reviews and standards.Meanwhile, there is no comprehensive and targeted study that can give specific criteria and structural and content components for children's literature.The current research aims to extract "structural and content components and criteria of children's literature" for the age group of 12 to 18 years children.This study was conducted using a systematic review method and carried out by searching for articles based on these keywords "Fictional Literature", "Juvenile Literature", "Children's Literature", "Structure", "Content" and "component" in several scientific databases: Noormagz, Magiran, Ensani, ISC, the University of Tehran’s Scientific Journals database and Civilica databases were conducted. The criteria and components of fiction literature for children and adolescents were extracted.By conducting a systematic review, 834 articles were extracted. During the screening process of the articles by examining the titles, abstracts, and full text of the extracted articles, finally, 8 articles were selected for the final analysis. The extracted components were divided into two main classes content and structural components. The content class was divided into three subclasses: psychological, educational skills, and teenagers' interests and tastes. The structure class was also classified into three subclasses: literary features, story type, and title, and characterization.The results of this research show that there are subtle structural and content differences between juvenile fiction and children's or adult fiction that should be taken into account when writing stories for this age group. The results, as structural and content criteria of children's literature, can be a basis for managers and decision-makers in the field of children's and adolescent literature for planning and policy-making in this area; Especially for the age group of 12 to 18 years.

This research paper presents a systematic review of studies focused on investigating Technological Pedagogical Content Knowledge (TPACK) among English as a foreign language teachers. The study employs a synthesis research method to analyze qualitative data and achieve practical objectives. Relevant sources were collected from international databases using appropriate keywords, resulting in a total of 18 selected articles for analysis. To ensure reliability, the quality of the data was assessed using Cohen's kappa coefficient, yielding a value of 0.76. The findings indicate that previous research on TPACK has primarily addressed four main areas: review, evaluation, development, and application. The research has predominantly explored two aspects: assessing teachers' TPACK and innovating methods for measuring its level, as well as investigating differences in TPACK levels among various groups of teachers to enhance and elevate their TPACK proficiency. In conclusion, this study highlights a lack of understanding regarding how English language teachers can effectively utilize the seven elements of TPACK to facilitate student learning through technology-integrated lessons. Additionally, this research aims to provide valuable insights for future researchers to further enrich the development of the TPACK model in this field. Also, this study will sharpen the perspective of future researchers in enriching the model development of this field.

In order to investigate the effect of Working Memory (WM) on overall L2 performance and written skills (Reading and Writing) within non-native language learning arenas, a systematic review was conducted on 22 articles extracted from three reputable, local and international scientific databases including Noormags, Science Direct and Sage between 1990 and 2021. The total number of participants in this study included 1466 involving both male and female in all age groups of children and adults. In the selection of articles with 7 different criteria, coding was applied to the extracted studies and a research protocol was precisely presented. After examining the publication bias index and preliminary assumptions, the results showed that WM has been efficient at a significance level of less than 0.05 and with a high impact factor (1.05) with a positive direction in the 95% confidence interval on diverse aspects of second language learning. Secondly, WM has also been significant at a significant level less than 0.05 and with a high impact factor on reading comprehension skills and an impact factor (0.6) with a positive direction in the 95% confidence interval but this effect on L2 writing skills was not significant (p = 0.93). The results were finally analyzed with reference to the limitations of the current systematic meta-analysis.