---

Language teacher professional identity refers to each individual’s understanding of their identity, helping them prepare for their professional lives and is affected by different factors. This study thus explored the reasons why language teachers chose this profession, their perceptions of the notion of language teacher professional identity (LTPI), the influential factors in the formation or change of professional identity, and the contribution of communities of practice. A 37-item questionnaire along with five open-ended questions was developed and administered to 109 English language teachers studying Teaching English as a Foreign Language (TEFL) at Iran University of Science and Technology (IUST). The outcome of the study revealed that language teachers perceived their professional identity mostly related to students, self-knowledge and awareness, and practice into knowledge. They stated that students, context, and disciplinary knowledge could greatly cause constant change in the progression and formation of professional identity. The research could shed more light into the improvement of language teachers’ professional development and teacher education programs.

---

Writing assessment literacy(WAL) for second or foreign language (L2) teachers, which refers to teachers’ knowledge, conceptions, and practice of writing assessment in L2 contexts, has lately received attention from scholars. Although there has been significant debate about the impact of contextual and conceptual factors on teachers’ assessment literacy, studies focusing on how such factors influence teachers’ WAL are lacking. The purpose of this qualitative study was to explore the way Iranian English writing teachers' conception of assessment, and macro, meso, and micro contextual variables impact their writing assessment practice. It also looked at how writing teachers make assessment decisions in order to negotiate and find a compromise when their assessment views and beliefs diverge from the assessment policies in their local contexts. The data was collected through semi-structured interviews with ten in-service l2 writing teachers in Iran. The findings show that participants had positive conceptions about formative writing assessments but they stated that they mostly used summative assessment in writing classes. Macro level contextual factors turned out to mostly impacted teachers’ writing assessment practices and conceptions. The results underscored the role of school and work experience in shaping and changing writing assessment conceptions. The findings of this study contribute to our current understanding of WAL development and provision of more efficient assessment training for language teachers in teacher education programs.

 

---

The increasing ubiquity and impact of audiovisual content has turned it into one of the primary objects of study in a number of disciplines in humanities, including Translation Studies. In the recent decade, audiovisual translation (AVT) has been a thriving research focus in many parts of the world. This article aims at mapping AVT in the context of Iran by reviewing the published Persian AVT research worldwide. The article is organized into two parts: the first part provides an overview of the main research articles, delineating the main research trends in AVT research in Iran. The second part presents and discusses research gaps and areas that merit further scholarly attention by academia. The article concludes that research on the topic in Iran is still in a fairly early stage, with the studies focusing mainly on dubbing and subtitling of audiovisual products. Furthermore, areas such as accessibility and inclusion, in particular, voice-over and game localization are grossly under-researched. To fill the gap, certain areas are highlighted and recommended for future research.

---

I aim to explore whether there are similarities and differences between the ethical virtues and vices in Nahj al-Balāghah in terms of cognitive-linguistics and based on the image schemas of Evans and Green's Model piety, perseverance, expenditure are the ethical teachings, described in Nahj al-Balāghah, chosen and analyzed based on image schemas. And the vices described in Nahj al-Balāghah are Secularism, greed, and jealousy. Studying the descriptive-analytical approach, I investigate and compare the virtues and vices discussed in sermons and short sayings of Nahj al-Balāghah in terms of cognitive semantics. Finally, the findings reveal that the general types of image schemas of Evans and Green’s model (schemas of Force, Balance, Unity/ Multiplcity, Existence, Identity, Locomotion, Containment, Space) have almost similar frequencies for both the virtues and vices. Among all, the schemas of force are the most repetitive in virtues and vices. And the balance is on the second level. The research finding is significant because it shows the similarity of the virtues and vices in using the different types of schemas in Nahj al-Balāghah. Their main difference lies in the way of using the subsets of the general concepts.  
 

---

This study investigated the construct validity and measurement invariance of the Teacher Emotion Questionnaire to introduce a valid and reliable instrument for assessing English-as-a-foreign-language (EFL) teachers’ emotions inside the classroom. Second language (L2) teacher emotions have been largely neglected, despite the fact that Educational Psychology has long recognized and researched the role of teacher emotions in different aspects of teaching and learning. To bridge this gap, the current study had 208 Iranian EFL teachers in private language institutes fill out the Teacher Emotion Questionnaire (TEQ), which assessed six emotions teachers experience in their classroom, i.e., Joy, Pride, Love, Anger, Fatigue/Exhaustion, and Hopelessness. The preliminary analysis of the data showed that six items from the TEQ had a factor loading below the minimum recommended level of 0.3, meaning that they contributed to the total variance in the participants’ score less than expected. The collected data were then submitted to confirmatory factor analysis (CFA) for the purpose of construct validation and establishment of the factorial structure of the TEQ. The CFA results indicated that the hypothesized six-factor analysis had more favorable goodness-of-fit indices than both a one-factor structure and a two-factor structure (e.g., positive versus negative emotions). Multilevel CFA revealed that the tested six-factor structure of the TEQ was invariant across male and female EFL teachers. The implications for the use of TES in EFL teaching contexts are discussed, and some suggestions are proposed for further validation of the TEQ in language teaching contexts.
 

---

 Over the past decades, research on language teacher engagement in action research (AR) has received a surge of interest. However, little research is available on how teachers’ experience contribute to their development of agency and professional performances through their participation in an AR program. Accordingly, this study explored the role of experience in five novice and five experienced language teachers’ development of agency and practice before, during, and after their engagement in an action research engagement program (AREP). To this end, we collected data via semi-structured interviews, reflective journals, and classroom observations. The findings revealed that novice and experienced teachers’ development of their agency and professional practice undergo similar trajectories. Moreover, the study argues that although experience affects teacher-researchers’ agentive role and performances, novice and experienced teachers go through similar paths as they engage in AR. However, the novice teachers became more oriented towards reflection-in-action during and after their engagement in AREP. Moreover, the novice teachers chose more AR tools and drew more on their AR experience which, in turn, facilitated their professional growth through tool transformation. We conclude the paper with implications for teacher education to better understand the role of AR in teachers’ agency development and professionalism.

---

The current study identified EFL teachers' emotional experiences in technology-equipped classes from an appraisal theoretical framework (Frenzel, 2014). It further explored the underlying antecedents of the recognized emotions and sought instructors' suggestions for improving the current unpleasant feelings experienced. To this end, 10 EFL teachers took part in the study. Necessary data were collected through journalkeeping and semi-structured interviews. The obtained data were analyzed using Merriam's (2009) inductive approach. Research findings revealed that teachers enjoyed the class as a result of students' achievement, positive interactions among learners, and pupils' active involvement. Moreover, they felt proud if they received positive feedback from students, observed progress in students' learning, and felt capable of instructing the learners. Furthermore, shame was experienced because of feeling unable to work with technical tools, strong filtration on educational websites, and not having internet-connected systems in class. Anger was also reported to be felt if they had to work with obsolete or impaired devices. Finally, teachers' pity was aroused as they perceived the lack of professional technical tools as detrimental to students' learning. They also mentioned that they felt compassion for learners as they cannot take part in CBTs and have limitations accessing e-sources online. Teachers also argued that unpleasant emotions could be minimized through investing in equipping classes, holding training courses, and establishing a criterion for teaching evaluation. In the end, the implications and limitations of the study are discussed.
 

---

Choosing the active or passive constructions for the native speakers of a language, as the name suggests, is simply a "choice" and "selection" and the speaker uses one of these two voices to express the meaning according to his situation and recognition. This conscious choice between the two structures mentioned is not a problem as long as the speaker speaks his native language. The problem begins when a person wants to speak or write in another language and for his “choice”, among the data and training that he has received in a foreign language up to this point, he looks for a reason to choose the best option among two voices and not allow errors. This article tries to answer the question: how can students for whom Russian is not their native language consciously choose a passive construction? In other words, this article is not intended to compare the Voice in Persian and Russian or to observe students’ “mistakes” in encountering this category. The article is aimed at developing a questionnaire containing the “correct” options from among the types of quasi-passive, passive and active and implementing it for 86 students of the Russian language in Iran and Russia (for whom Russian is considered a non-native language) and, based on the analysis of their answers, to reflect them "trend" in the use of passive structure. From this point of view, we try to help Russian teachers in teaching the use of the passive voice.

---

This study investigated the relationships between self-esteem, empowerment attitudes, and perceptions of classroom justice among EFL (English as a Foreign Language) learners. Relative stratified sampling was used to choose the 329 participants that make up the research sample. Cronbach’s alpha was used to assess the reliability of the questionnaire. This study used path analysis within the framework of structural equations, using a descriptive-correlational methodology, to analyze data and test research hypotheses. Software such as AMOS22 and SPSS22 were used to analyze the collected data. The results showed a significant correlation between students' perceptions of classroom justice dimensions and their feelings of empowerment and self-worth. The implications extend beyond the confines of the classroom, pointing towards a holistic approach to education that considers both the interpersonal dynamics within the learning environment and the individual empowerment of students.
 

---

This research aims to study the effect of the internal aspect of the language in the development of the perception of meanings and its function in the translation process and to study the role of reminiscence and association of the translator's prior knowledge of meanings when choosing an equivalent in translation. However, in translation, only one of its semes will be able to manifest itself. But, when evaluating the equivalents chosen in literary translation, we sometimes encounter cases that indicate that the translator has gone beyond the usual vocabulary related to the semantic field of this word. The fundamental question is: in these cases, the question of choosing an equivalent is based on which intralinguistic factors and which elements of the language influence this choice? So, based on the opinions of Humboldt, Erdmann, and Gauker regarding the dimensions of language and the translator's thinking, a semantic study of the equivalents selected in three Persian translations of André Gide's novel Strait is the Gate was conducted. This comparative study demonstrates the translator's transition from the external to the internal domain of language to represent secondary meanings. Accordingly, although the translator can traverse the internal aspect of language thanks to his cultural and literary knowledge, to convey the semantic idea and figurative meaning that resides in the word in the source language, he needs a connection between his linguistic knowledge in the source language and his postulationist conception in the target language.

 

---

Among increasing interest in emotional and relational dimensions of language teaching, this conceptual review highlights the essential effect of interpersonal justice in promoting learner well-being and engagement in English as a Foreign Language (EFL) settings. Based on Self-Determination Theory (SDT), asserting that learning is most effective when individuals' basic psychological needs for competence, autonomy, and relatedness are fulfilled, this review investigates the effect of interpersonal justice can address these needs and it also synthesizes extended empirical results to investigate the effect of respectful, empathetic, and dignified class interactions on cultivating engagement, and well-being in EFL students. Recontextualization of the previous research in this review illustrates that previously examined justice-related elements had contributed to enhancing learner engagement and well-being. Justice educational activities, including unbiased feedback, active listening, and dignity-preserving communication, reduce anxiety, foster trust, and maintain learner persistence, thereby promoting engagement and well-being. The review ends with practical implications for teachers and policymakers and outlines future research directions focused on extending comprehension of interpersonal justice as an affective and motivational structure in EFL settings.

---

Salt stress is a serious environmental threat reducing crop yield. Hence, developing any breeding plan requires an understanding of the basic physiology and cell molecular genetic regulation under salinity stress. In this study, we evaluated the effectiveness of gene expression changes on ion homeostasis comprising salt overly sensitive (SOS1) and vacuolar Na+/H+ antiporter (NHX1) along with ion content measurement and proline content in the rice mutants at Rice Research Institute of Iran in 2018-2019. To survey these realities, tolerant mutant genotypes (em₄hs290 and em₄hs84) along with Hashemi parent cultivar, IR28 (sensitive), and FL478 (tolerant) seedlings were treated with 100 mM NaCl. Based on the results of growth indices, the seedling length of Hashemi cultivar and IR28 decreased considerably about 44.7%, and 44.2% reduction to that of the control, and the leaves progressively yellowed. Results showed that proline content and K⁺ and K⁺/Na⁺ ratio increased about ~2–3-fold higher in the tolerant genotypes than in the susceptible ones. Also, the overall amount of the OsNHX1 and SOS1 expression increased in tolerant genotypes compared to the susceptible ones. Accordingly, the compatible solute accumulation significantly advanced resulting in improvement of ionic homeostasis and probably suppresses the stress. Moreover, the variable pattern of gene expression in the two salt-tolerant mutants (em₄hs290 and em₄hs84) and Hashemi parent showed that the induced mutation could increase the salt-tolerant in mutant genotypes through ionic and osmotic homeostasis. Generally, these tolerant mutant genotypes could be applied to develop salt-tolerant varieties in rice breeding programs which can bring on production sustainability.

 

---

This study investigates the factors affecting coffee exports in Cameroon. For this purpose, we employed the gravity model. Considering the sample characteristics, the model is estimated with the Poisson pseudo-maximum likelihood (PPML) method. The main material of the study is a panel data set covering the years 2001-2021 for ten countries, Cameroon’s main coffee export partners. The findings show that the GDP of importing countries, coffee export prices, and bilateral investment treaties (BITs) positively influence exports, whereas distance, exchange rates, and Cameroon’s GDP have negative impacts. The results highlight Cameroon’s logistics infrastructure deficiencies and the significance of stable, high-quality production. The Cameroonian government should implement policies to improve production quality and efficiency by expanding agricultural extension services and offering farmers input and investment incentives to address these challenges. Additionally, improving port efficiency will necessitate the digitalization of operations, implementation of data-driven planning, and strategic infrastructure investments.

 

---

---

---

---

---

Aim and Introduction
Over the past few decades, the housing market has experienced recurrent boom-and-bust cycles and considerable price volatility. A significant portion of this volatility can be attributed to speculative activities. Speculators often purchase properties with the expectation of future price increases, which contributes to the formation of housing price bubble. These bubbles not only destabilize the economy but also lead to serious social consequences. As such, policymakers have consistently focused on identifying the determinants of speculative behavior and housing market bubbles. One of the government’s regulatory instruments in this domain is the transfer tax, intended to influence trader behavior and mitigate housing price bubbles. This study investigates the effect of transfer tax policies on the housing price bubble in Shiraz city.
Methodology
This research employs an Agent-Based Model (ABM) to simulate the dynamic processes of the housing market and analyze the contributing factors to price bubble formation. The model incorporates four key agents active in the housing market: sellers, buyers (including both personal-consumption and speculative buyers), developers, and real estate agencies. Data and statistics up to the beginning of 1401 (2022) were incorporated into the model to forecast housing prices in Shiraz through 1409 (2030).
Three scenarios were tested by varying the proportion of speculative buyers—30%, 50%, and 70%—and applying different transfer tax rates of 1% and 5%. The simulation explores how these variables influence the magnitude and growth of the housing price bubble under different market conditions.
Results and Discussion
The findings reveal that, regardless of the proportion of speculative buyers, the implementation of transfer taxes can reduce the housing price bubble in Shiraz. However, the extent of this effect varies with market conditions. These results align with prior studies, such as Chen (2017) and Izadkhasthi et al. (2018), which found that transfer taxes can mitigate housing price volatility.
Proponents of transfer taxes argue that speculative activities drive housing price bubbles and that such taxes increase transaction costs, thereby reducing speculative trading and contributing to market stability. For instance, with a 70% speculative buyer share and a 5% tax rate, the housing price bubble decreased by approximately 25% between 1401 and 1409. In contrast, a 1% tax rate under the same market conditions led to a 22% reduction in the bubble. However, when only 30% of buyers were speculative, the tax had a comparatively more minor effect, indicating that the efficacy of the tax diminishes when fewer speculators are present.
Conclusion
The results suggest that increasing the transfer tax rate does not necessarily reduce the housing price bubble. In scenarios with 30%, 40%, and 50% speculative buyer presence, higher average tax rates did not result in a significant reduction in the housing bubble and, in some cases, slightly intensified it. This supports earlier warnings in financial economics literature—such as those by Schwert and Seguin (1993) – that excessive transaction taxes may deter informed traders, who play a vital role in maintaining market efficiency and price stability. Similarly, Friedman (1953) emphasized the stabilizing role of rational traders in financial markets.
According to the simulation results, Article 59 of Iran’s Direct Taxes Law, which stipulates a 5% transfer tax, may help reduce housing bubbles in Shiraz and potentially nationwide. However, the optimal tax rate should be adaptive and context-specific, considering the varying proportions of speculative and non-speculative market participants. Therefore, the government is advised to collect comprehensive data on the structure of the housing market, assess the share of speculative transactions, and adjust tax rates accordingly.
Moreover, since the transfer tax only applies to documented transactions, many informal or contract-based transactions—particularly those occurring prior to property completion—escape taxation. In such cases, builders may sell properties through promissory notes or undocumented agreements, which are difficult to track and tax. As a result, it is recommended that the government strengthen monitoring mechanisms for such transactions. This includes identifying and intercepting units exchanged informally or without official documentation to ensure both effective taxation and bubble control.

---

1. Panel Vector Autoregression (P-VAR) for assessing the dynamic impact of monetary policy variables.

1. Interest Rates: Low rates can stimulate borrowing and speculation, while higher rates can curb overheating but may suppress growth.
2. Quantitative Easing (QE): Although QE enhances liquidity and asset values, prolonged implementation can fuel speculative bubbles.

1. Regulatory Oversight: Strengthen financial regulations to enhance transparency and mitigate systemic risks.
2. Macroprudential Tools: Implement counter-cyclical capital buffers and risk-weighted asset requirements.
3. Monetary Policy Adjustments: Implement forward guidance and timely rate changes to manage expectations.
4. Early Warning Systems: Monitor key financial indicators to detect signs of market overheating.
5. Investment Diversification: Encourage asset diversification to reduce systemic exposure.

---

Abstract TAZKERAT - AL - ULIA is the only work by Farrid - Al - Din Attar in prose form. It expresses the biography, ideas and deeds of seventy two mystics and sofism. The reflection of historical, political and literary events affairs and creation on the works of Attar in particular , and Farsi literature of that time in general is quite interesting. In order to study the dramatic aspects of Tazkerat –Al –Ulia it is necessary to read, analyse and evaluate them in a different set of literary and artistic terms, that is to say dramatic and theatrical terms. The elements of theatre contain elements of play, performance, dramatic devices and techniques. In order to reveal the theatrical capacities and potentials of Tazkerat – Al - Ulia a selection of its narratives (three stories) 1 - Fozail Ayyaz, 2 - Rabee Advieh, 3 – Hosein – Ebn - Mansour Hallaj is in the center of present study and their theatrical and dramatic aspects of the prementioned stories have been analysed and evaluated in theatre critical terms. The researcher hopes that her research findings has shed light on the theatrical and dramatic potentials and values of Tazkerat –Al –Ulia and paves the way for dramatization and stage adaptation of the stories of the work in question.