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رابطه میان خودکارامدی و موفقیت معلمان زبان انگلیسی در دبیرستانهای ایران

More research using the TSES is needed for comparison purposes. As a subject-specific approach in measuring TSE in EFL context, the present study has the limitation that results cannot be generalized beyond its research participants due to the sampling method. Thus, more studies with different samples would provide useful information in understanding the current levels of Iranian high school teachers’ confidence in teaching English. It is recommended to replicate this study with big samples of different high school teachers of different demographics from urban and suburban school districts. Additional studies would provide comparative information concerning the relationships of English teaching efficacy with teacher effectiveness as well as a larger area for which findings can be generalized.
The present study has indicated that TSE in teaching English is a multi-faceted construct that is highly context-specific. Thus, it is recommended to conduct research that can provide information about how contextual factors such as kind of given task, student characteristics, moment of the teaching situation, and social expectation influence one’s efficacy levels. Both quantitative (see Tschannen-Moran & Woolfolk Hoy, 2007) and qualitative methods (see Milner & Woolfolk Hoy, 2003) will be welcome for this purpose. Much research is needed to investigate how one’s English teaching efficacy is formed (c.f., Tschannen-Moran & Woolfolk Hoy, 2007), more importantly, what criteria do the teachers have in mind when they express their self-efficacy level. The present study has found that self-efficacy was a significant predictor for teaching effectiveness. Yet, it remains unanswered through precisely what process self-efficacy contributes to one’s effectiveness in teaching English. With respect to this, future research can focus on the four sources of efficacy beliefs, namely mastery experiences, vicarious experience, verbal persuasion, and physiological arousals (Bandura, 1997; Labone, 2004).
With the growing number of studies that have shown self-efficacy to be a powerful variable in instructional effectiveness, it is important to thoroughly investigate the many variables within the context of the school that are able to impact that efficacy. As studies have shown, teachers’ personal beliefs regarding their ability to affect student achievement may be responsible for the variance in teacher effectiveness (Berman & McLaughlin, 1977). For this reason, teachers’ must possess a strong self-efficacy that will allow them to lead students to academic gains. While some teachers may acquire a strong self-efficacy during their teacher preparatory programs, others may not realize their self-efficacy until they have their own classroom. Even still, others will enter with a weak self-efficacy.
Teachers must be provided with opportunities to experience success, feel that they are supported, and be knowledgeable of the latest instructional strategies and tools. This opportunity will allow those who already feel efficacious to validate that belief. Those who need guidance to strengthen their self-efficacy will be able to use the opportunities to do just that.
 “Great things are accomplished by talented people who believe they will accomplish them

t he Relationship between Job Satisfaction and EFL Teacher Motivation in Mashhad Language Institutes

The following recommendations were made on the basis of the result of the study.
Many other studies can be related to the same topic. So that other factors other than ages and motivational factors are taken in to account, too. The same study can also be replicated so as to obtain more accurate results.
The same research can be done with more participants and a more representative sample so that more accurate results can be obtained. The questioners could be given to school teachers to see their ideas, whether they have the same ideas or not.
 Further research in this area may further examine a variety of interesting issues-not only the institute teachers but also the school teachers too. For example what is the effect of teacher motivation and their job satisfaction on students' actions? Do satisfied teachers become more successful teachers? Do satisfied teachers help students have higher achievement?

An Investigation into the Role of Ambiguity Tolerance and Cultural Identity in Iranian EFL Learners’ Academic Language Achievement

     Further research could be done using the standardized test for measuring learners’ proficiency in language skills.
     Moreover, further investigations are needed to discover the learning strategies which more tolerant learners use, then teaching them to low tolerant learners to improve their ambiguity tolerance level which leads to a higher language proficiency, in turn.
     Also, some studies are needed to be carried out with the purpose of discovering the personality types of high tolerant learners, like being field dependent/independent, and help learners move towards possessing these personality types in order to feel more tolerant and comfort in confrontation with ambiguities.
     As cultural identity is a complex human characteristic, the results may have been under the affect of learners not being aware enough of their cultural identification, thus the results are generalizable to the similar contexts with some caution. The suggestion is that, the same study be replicated using other research methods, including diary writing in which learners comment in more details on how learning English has affected their cultural identity.
     Other studies need to be conducted using AIWQ, in different learning situations, for e.g., private institutes, to see how much their results are in line with the results of the current study. Moreover, it can provide valuable results to do other studies using a newly designed reliable and valid scale, with a bidemensional perspective to cultural identity.
     In addition, as cultural identity is a complex human characteristic and identity is not fix, but changes across time and situations, it can be worthy to do some longitudinal case studies investigating cultural identity changes in Iranian language learners.

The Relationship among Fluid Intelligence, Field Dependence/ Independence            Cognitive Styles, and Language Proficiency of Iranian EFL Learners

The results of the present study can guide educators and researchers to continue exploring the ways individuals’ field dependence/independence (FDI) and their (Gf) affect their language proficiency; moreover, it will assist test designers and material developers to provide rather fair material.
A replica of this study could be done covering some other variables such as age, sex, level of proficiency, socio-cultural background, and economic status, etc.
The same study could be repeated in other contexts such as EFL institutes, guidance or high schools, etc.
This study was conducted in an EFL context; a similar one could be done in an ESL context.
The tailored version of the TOEFL was used as a measurement of language proficiency in this study; another study could be conducted using other international English proficiency tests.
The same study with a larger sample would be fruitful if the findings are to be generalized.
Another study could be done in regard to the effect of learners’ Gf and field dependence/independence cognitive style on their speaking abilities.
A replica of this study could be done in a wider scope by dividing the participants’ proficiency levels into high intermediate and low and study their relationships with Gf and cognitive styles.
A similar study could be done on the relationship between learners’ fluid intelligence and different test formats.
Another area for research could be analyzing the performance of FDI individuals on other intelligence tests that measure other kinds of intelligence such as multiple intelligence, etc.

An Investigation into the Influence of Power of Goal Choice and Self-Efficacy on Motivation and Writing Achievement: A Case of Iranian EFL Learners

Every scientific enquiry opens new directions for further research. Some of the parameters by which research in this domain may be continued are as follows: First, this study was limited to a group of students taking a writing course at Ferdowsi, Khayam, and Imam Reza Universities in Mashhad, Iran. Hence, the results may need to be used cautiously and it is thoroughly recommended that further research be carried out in this realm.
     Second, the researcher of this research has used General and English self-efficacy scales to measure the participants’ self-efficacy and to assess the possible association of those scales with students’ writing. It is engrossing to conduct a study using writing self-efficacy scale on the association between the same scale and learners’ writing performance in the same context. 
      Future directions for research in this area would be to survey a larger sample of students and to expand the scope of the study to more courses and to other universities in Iran. In addition, future research should include other possible factors that might affect the final results such as students’ age, major, how learning environment or culture affects motivation, self-efficacy, and students’ choice of goals.
     Last but not least, the subject of future investigations can focus on the effectiveness of the power of choice of proximal goals for different types of students. For different types of students, research could be done for different student ages, such as high school students.
     At the end, the findings of this study merit replication and have implications for the individuals concerned in Iranian TEFL.

An Exploration of the Interrelationships Among Iranian EFL Learners’ Test-Taking Strategy Use, English Self-Efficacy, Metacognitive Awareness, and Their Test Performance: A Structural Equation Modeling Approach

The participants for this study were all at intermediate level. It might be useful to conduct a study that includes different proficiency levels to check whether this factor plays a role in alteration of attributions considered as variables in this study. The method of data gathering for test-taking strategy used in this study was through questionnaire. Data gathered through the questionnaire solely represented the number of strategies used by test-takers; in order to examine the quality of employed strategies it will be useful to use other methods proposed by researchers and mentioned in this study. In addition, proposing and testing different models with different hypothesized paths between variables specially in foreign language context will help researchers to investigate the relationship between variables more deeply and have a better understanding of how they work.

A Tripartite Model of Iranian EFL Teachers' Attributions, Burnout, and Self-Regulation: Towards the Prospects of Effective Teaching

 Given that this study is the first endeavor in EFL literature that examined these motivational constructs within a single framework, it can be deemed as a prelude to initiate other studies. Undoubtedly, the research agenda in this area is long, yet essential, if we want to explore the broad aspects and issues pertaining to EFL teachers' effectiveness.

5.6.1. Determining the predictive and consequential validity of TAS
Since the results of this study provided initial evidence of the validity of TAS as a measure of EFL teachers' attributions, further research is needed to capture the predictive and consequential validity of the scale.


5.6.2. Examining the role of socio-cultural factors in teacher attributions
In view of the fact that research indicated that attributions individuals make for their success or failure tend to be pancultural and individualized, further research should investigate the role of cultural, social, and religious values of teachers in their attributions. This can set the ground for the cross comparison of the findings among teachers in various cultures, with diverse socioeconomic backgrounds, and with different religious affiliations and beliefs.

5.6.3. Designing and implementing flexible reattribution training programs
The present study highlighted the significance of reattribution intervention programs. Prospect researchers are recommended to develop reattribution training programs based on existing models and then implement the programs in different teaching contexts and amongst teachers with different characteristics and backgrounds to see the effectiveness of these programs across different individuals and settings. This is expected to pave the way for accommodating the intervention programs for various personality groups and teachers with different backgrounds.

5.6.4. Qualitative investigation of the model
In this study, the variables in question were assessed via questionnaires. Using qualitative approaches such as interviews, case studies, and observations to investigate these constructs would allow the prospect researchers to understand not only if potential interrelationships exist among the constructs, but also the processes by which these constructs develop in the classroom context

Dynamic Assessment in EFL Process Writing: An Examination of Hint-based Process Writing vs. Process Writing in a Hybrid Environment

Any Dynamic Assessment that includes an element of intervention depends on the quality of mediation provided by the mediator. It is also under the influence of sample selection, sample size, sample age, context of study, learners' proficiency level, learners' motivation, learners' needs, and the duration of the treatment.
A teacher, who employs DA, is needed to be an expert in this field to have superiority over the instruction, techniques, and provide feedback in order to mediate the learners appropriately. Therefore, it is suggested that before initiating a hint-based instruction, teachers or researchers have a good command of it. It should be noticed that the sample of this study was selected based on convenient sampling; so, the results of the present study are not generalizable to other contexts.
Since an interactionist approach to DA was employed in this study, and it is very time-consuming to interact with all the learners one-by-one in this approach, working with a large sample was troublesome. For this reason, the researcher selected a limited number of participants. It is suggested to work with large samples to find out whether this approach is efficient or not. Since learners with different ages prefer different kinds of instruction and strategies of learning, it is offered to employ this kind of instruction to various ages.
This study was conducted in an EFL context for intermediate university students of English. Other studies can be done in other contexts with upper or lower level students. The participants of the sample need to pass this course; so, learning the materials in order for getting good marks and passing the course is considered a kind of external motivation to them. Other research can shed light on the participants' learning with different motivations and needs. Last but not least, the time devoted to the treatment and long-term effects of this treatment on the learners were not considered. Further studies are required to investigate the long term effects of hint-based instruction on learners with devoting more time to mediate them.  

Determining the Underlying Constructs of the Home Culture Attachment Scale and Examining the Role of English Language Learning in Identity Changes of Iranian EFL Learners:
A Quantitative /Qualitative Study

Since in this study two analytical methods were used to substantiate and confirm the validity of this scale, it shows a great amount of validity. Therefore, researchers are recommended to examine objectively the relationship between HCAS scale and other related variables such as: language proficiency, age, gender, marital status, or academic degree. These variables seem to be related to home culture attachment. Moreover, the second phase of this study was conducted qualitatively using open interview as the only method of data collection; a longitudinal study using different methods of data collection including interview, diary, and observation can be done to see the behind-the-scenes of identity changes process among EFL learners. In addition, the effects of English language learning on learners’ identity can be explored quantitatively. Also, different demographic factors like gender, age, academic degree, and length of bilingualism can be involved in the process of identity changes among EFL learners.

Ideology in the Coverage of Syria Unrest by the BBC and Press TV: A Schema-Based Approach

.The purpose of the present study was to find the relationship between ideologies of the BBC and Press TV and their employed schemata on Syria issue. Overall 575 common schemata were identified in the whole corpus from which 24 semantic schemata were described in their related contexts of usage. To limit the scope of the present study, only some semantic schemata were analyzed. Common schemata analysis can further be extended to the description of syntactic and parasyntactic schemata especially pronouns, names and titles, especially key players in Syrian conflict, to have a more comprehensive view of the relationship between ideology and schemata in texts and talk.

Investigating Parameter Resetting by Persian Learners of English as a Foreign Language: the Case of That-trace effect

             The results of the present study leave many questions unanswered; however, a future research program is suggested to be devoted for exploring how constraint interactions between various levels of grammatical knowledge are used by learners in the acquisition of a second language. There is a clear need for future research in this area, perhaps beginning with further improvements on the research design used here, but also extending to the study of other language groups and other grammatical properties of UG principles and parameters. With the hope that this project has provided some new insights into interfaces between syntax and discourse in the acquisition of English learner grammars, and that these insights will lead to further investigations that will advance our understanding of second language acquisition.

Iranian EFL Learners’ Attitudes toward the Cinderella of Language Teaching, Construction and Validation of LATEP Scale:
 A Mixed-Method Study

It is our hope that future research will lead to additional evaluation and improvement of the LATEP scale. Thereby, further research in larger samples is recommended to improve the current instrument. Moreover, future studies should be carried out across different types of groups with learners of different L1 backgrounds, ages, and proficiency levels. In addition, since this study is the first of its kind, further in-depth investigations are required to mitigate its limitations and generalize its findings to other populations. Last but not least, several studies could be conducted using this scale to find its objective association with various pedagogical, psychological, sociocultural, and international variables.

Life-Wise ELT Profession: Operationalization of Applied ELT and Education for Life Paradigms through Devising an Emotional Intelligence-Enhancing Language Learning Syllabus

The following questions and suggestions for subsequent research arose from the findings:
Perhaps an intriguing area of research is to construct further chapters addressing other EI competencies including flexibility, independence, social responsibility, impulse control, assertiveness, and optimism as well. In our EILS, self-esteem, happiness, empathy, problem-solving, and stress management meta-factors were each treated one chapter long representing learners’ overall EI ability. An intervention program comprising a wider range of competencies will, beyond dispute, provide a better and more precise index of participants’ EI capability.
The study also lends itself well to a mixed method research design in that qualitative methods such as face-to-face interviewing with participants, portfolios assessment, journals writing, and conferences can also be integrated into the study. In this study, on account of administrative and practical limitations, the EQ-I inventory followed by an open-ended question were administered in the posttest session. By including other qualitative measures throughout the instruction, one can receive feedback, on a step-by-step fashion, from participants on the efficacy of the training program and on the effect they think it has had on their EI competency. There is no denying that such a triangulation of techniques can maximize the credibility and validity of the results.
While in this study current ELLTs were appraised holistically in terms of their prospective EI enhancement, future research may adopt an analytic approach. Developing a more detailed version of our EAS-ELLTs, future researchers could investigate if individual tasks, exercises, passages, and pictorial sections in these textbooks can contribute to the development of EI ability and, if so, of which sub-competencies. Identifying applicable exercises and passages can, most importantly, help the researchers add to and extend the EILS devised in this study and cater for a wider range of EI sub-skills than those covered by us.
Another area which merits further investigation concerns the language skills to be covered in future EI-enhancing syllabuses. In our EILS, writing, speaking, and reading skills together with vocabulary and structure were dealt with but, due to technical and financial considerations, listening practices and pronunciation were pretermitted. Future EI research studies are recommended to include tasks and activities serving this skill as well.
Moreover, future studies related to EI-enhancing programs need to examine pre- and post-intervention performances on larger and more diverse samples in order to assess the extent to which these programs help. Perhaps one of the limitations of the study was its limited number of experimental participants, which interested researchers may plan to remove.
EI is among the life skills which can serve a principal function in people’s lives in different settings. The line of inquiry, however, must not be limited to a single skill. Other life issues such as creativity, critical thinking ability, cultural awareness, and reasoning skills warrant future studies. Language education practitioners are then invited to analyze their current materials and textbooks in respect of any of the above capabilities and, based on the available theoretical and practical guidelines and instructions, incorporate or develop anew a body of practices and activities needed to foster the intended capability.
In closing, it is reasonable to assume that with having more EI-enhancing programs developed, studying more on the impact of EI on different life aspects, and educating more people to be emotionally intelligent, we can help build communities and societies which are more dynamic, productive, and humane.

Match or Mismatch of Teaching and Learning Styles on Language Achievement: The Case of Iranian EFL Learners.

The present study was  quantitative research relying on a sophisticated statistical method called SEM which explored the relationship between teaching and learning styles in the Iranian EFL context. This method is dependent on student's self -reports which may be complemented with qualitative methods. Therefore, further research can use qualitative methods like observation and interview.
A cross-cultural study that compares the Iranian EFL learning style preferences to those of learners from other cultural backgrounds would be beneficial in showing the cultural dimension of the inquiry and in examining how cultural identity shapes the way that students learn and perceive their learning.  Furthermore, the relationship between teaching styles and learning styles in other contexts may be a subject for research.
             Then, this study was carried out in the context of Mashhad, Iran; it would be of interest to find out if such findings of significance can be found in other learning environments. Finally, other researchers interested in this area may select more participants to obtain more extended data in order to use SEM to analyze them completely, so the results might be generalizable to all Iranian EFL learners.

Public  School  EFL  Teachers’  Perception  of Lockstep In-service  Development  Program in Khorasan Razavi: An  Analysis  of  Teachers’ Satisfaction, Expectation, and Professional Challenges

There are  other areas for further research which are not included in this study:
First, a study  can be  conducted on the analysis of  the EFL teachers’ opinions  of the textbooks. Educational  authorities should ask teachers to  give their suggestions in this regard.

Second, investigations in to factors leading to teachers de-motivation can be another  area  for  further research.

Third, analysis  of  content in  pre-service programs  can be another area  of research.

Forth, it  is  suggested  that  apart  from analyzing the context  of  EFL teachers, in data collection, interviewing  the  participants  and trainers  can  be very constructive. 

Role of  Teachers’ Self-Concept and Teaching Style in Predicting Their Burnout

Because of the limitations of this study, further research will be needed to test other explaining factors for burnout. Since the association between teaching style and burnout is an under- research area, replication of this study with larger population is of great importance to confirm or reject the findings. It also would be of great benefit to carry out research to detect the factors that contribute to institute teacher’s burnout more than school teachers through qualitative studies.
As teaching style is not a well-researched area, it is recommended to find out the association between teachers’ personality type and the teaching style they apply. Other research projects can be carried out to differentiate males and females tendency for adoption of particular styles.

The Effect of Schema-Vs-Translation-Based Instruction on 1rst Grade Persian Senior high school students' Learning of English

While the results of this study demonstrated the superiority of SBI over TBI in improving reading comprehension ability, It remains to be investigated whether furthur attempts at repeating the same research project in the same level would yield this superiority in vocabulary and structure knowledge of learners. Future research must show whether the SBI brings about any significant changes in learners’ oral communication.

The Effectiveness of Strategy-based Instruction in Teaching English as a Second or Foreign Language: A Meta-Analysis of Experimental Studies

The current research study was an attempt to provide an insight of the implications of English SBI study samples. It is worth noting that like many secondary research studies, the comprehensiveness of the present study, the precision of the meta-analysis, is dependent on a population of primary single studies that are supposed to provide researchers with findings to the questions posed with regard to English SBI. The reflection on such attempts is among the responsibilities of the community of English language. To take this responsibility seriously, a synthetically oriented approach on the part of researchers is needed (see Norris & Ortega, 2006).
     Bearing this in mind,  the following suggestions for English SBI research are offered, many of which encompass previous suggestions for more general reform of EFL research efforts (see, e.g., N. C. Ellis; 2006;  Norris & Ortega, 2000, 2006; Plonsky & Gass, 2011):  first of all,  the value of English SBI depends  on  whether its effects last over time or not; few study samples in this meta-analysis included delayed posttests; thus, the need for more measurements of the persisting summary effects of English SBI is felt.
Second, more detailed explanations of treatment procedures and more meticulous reporting practices by researchers of primary studies can contribute more accurately to the current state of knowledge of English SBI.
Third, due to some statistically insignificant results, some primary researchers might lose their willingness to publish their efforts. Therefore, the availability of unpublished data, which indeed contribute to the reality of the English SBI effects, decreases. Therefore, primary researchers should be encouraged by the L2 community to seriously consider the contribution of their findings to secondary research and meta-analysis.
Finally, the heavy reliance on P-value and null hypotheses testing in the field of EFL has somehow misled the researchers from the right understanding. As seen in the review of the literature examples, some of the statistically significant studies revealed modest effect sizes while some insignificant ones revealed huge effect sizes. Therefore, the traditional null hypothesis can keep the researchers within a yes/no dichotomy whose legacy will be accompanied with a complete fallacy.

The Impact of Attending EFL Classes on the Level of Depression of Iranian Female Learners and Their Attributional Complexity

According to the students’ feedbacks and emotional reactions after taking BDI, its face and wording sounded too negative for them. They felt like the test wanted to impose negative ideas and feelings.  According to Sonderen, Sanderman and Coyne (2013), based on Tourangeau, Rips and Rasinski (2000) the process of obtaining survey data is complicated, with many possibilities of discrepancies arising between the state or opinion the researcher wants to elicit and the answer given by the respondent. For them as Paulhus (1991) claimed this discrepancy is usually called response bias. They also claim that based on Rorer (1965) and Weijters (2006) two main types of response bias are distinguished: response set and response style. It is believed that response set is considered as a bias related to the content of the items and response style as a tendency to answer items regardless of their content. For them the best known type of response set is social desirability, in which a person’s response is a function of the desirability of the response rather than its veracity
    In this manner, it is believed that the students had these two biases because of the negative wording and the personal and private nature of the test. Regarding this problem, the suggestion for further studies is to combine this form of quantitative research with a more qualitative one. Case studies are suggested to be done in order to gain a deeper understanding of the change regarding depression or other mental disorders.
   We faced a great deal of difficulty explaining why we were taking the tests from the language learners, albeit we tried to build a friendly relationship with the students, most of them felt uncomfortable and reluctant in taking the tests. We believe that in order for the students to give in to the teacher and reveal personal information honestly, we need to develop a strong relationship with the test takers as the test givers or even as the teachers.
   Additionally, it is believed that “starting the questionnaire with a rather forbidding set of personal background questions (as in passport application form) is off-putting and may also ring privacy alarm bells in the students. Such questions are best left to the end of the questionnaire” (Mackey & Gass, 2011, p. 78). This was considered one of the reasons why the students felt uncomfortable with taking the test. Other reasons may include political, social, or cultural influences which make the learners save their self-image. Further research might be on these factors and how we could control them. Duplications of the study are also needed in order to confirm the obtained results.
   Additionally, this study made use of the Persian back-translated version of attributional complexity scale. Further research could validate this scale for Iranian community for more accurate results. Furthermore, it is believed that due to the lack of linguistic ability of the learners, who had just started their English courses, a significant change in their attributional complexity did not occur. Future research might be on the effect of EFL classes on the learners’ attributional complexity for more advanced levels. Another important point to be mentioned is that duplications of the same study, and also of the study in which the teachers are all trained, are needed in order to gain more precise results.

The Relationship among Fluid Intelligence, Field Dependence/ Independence            Cognitive Styles, and Language Proficiency of Iranian EFL Learners

The results of the present study can guide educators and researchers to continue exploring the ways individuals’ field dependence/independence (FDI) and their (Gf) affect their language proficiency; moreover, it will assist test designers and material developers to provide rather fair material.
A replica of this study could be done covering some other variables such as age, sex, level of proficiency, socio-cultural background, and economic status, etc.
The same study could be repeated in other contexts such as EFL institutes, guidance or high schools, etc.
This study was conducted in an EFL context; a similar one could be done in an ESL context.
The tailored version of the TOEFL was used as a measurement of language proficiency in this study; another study could be conducted using other international English proficiency tests.
The same study with a larger sample would be fruitful if the findings are to be generalized.
Another study could be done in regard to the effect of learners’ Gf and field dependence/independence cognitive style on their speaking abilities.
A replica of this study could be done in a wider scope by dividing the participants’ proficiency levels into high intermediate and low and study their relationships with Gf and cognitive styles.
A similar study could be done on the relationship between learners’ fluid intelligence and different test formats.
Another area for research could be analyzing the performance of FDI individuals on other intelligence tests that measure other kinds of intelligence such as multiple intelligence, etc.

The Relationship between Job Satisfaction
 and EFL Teacher Motivation in Mashhad Language Institutes

The following recommendations were made on the basis of the result of the study.
Many other studies can be related to the same topic. So that other factors other than ages and motivational factors are taken in to account, too. The same study can also be replicated so as to obtain more accurate results.
The same research can be done with more participants and a more representative sample so that more accurate results can be obtained. The questioners could be given to school teachers to see their ideas, whether they have the same ideas or not.
 Further research in this area may further examine a variety of interesting issues-not only the institute teachers but also the school teachers too. For example what is the effect of teacher motivation and their job satisfaction on students' actions? Do satisfied teachers become more successful teachers? Do satisfied teachers help students have higher achievement?

Construction and Validation of Translation Metacognitive Strategy Questionnaire and Its Application to Translation Quality

This study was both a quantitative and qualitative research to develop a standard questionnaire and also to apply this questionnaire to check whether there was a relationship between the participants’ application of metacognitive strategies and their translation quality. Here are some suggestions for further research:
1. The present study was conducted in three different universities. More investigation should be carried out in order to see whether similar results might be obtained from other settings.
2. Although the researcher strived to consider a large representative sample size (101 participants) for the study, a larger sample size will be more favorable and representative and more general results can be drawn.
3. A content analysis of the syllabi presently being used in the field of translation studies for practical courses of translation can also reveal a great deal of information.
4. This study focused on the relationship between participants’ application of metacognitive strategies and their translation quality. However, other related issues such as relationship between other learning strategies and translation quality at different universities can be considered.

Investigating the Integration of Translation Technologies into Translation Programs in Iranian Universities: Basis for a Syllabus Design in Translation Technology

The main focus of this study was to explore the possible ways of integrating translation technologies into the translator training programs in Iranian universities.  Data was collected to find an answer for the three research questions relating to this goal.  The collected data were analyzed and some significant findings obtained.  The findings, although significant, have some limitations.  One limitation is that only one small group of Iranian translation students were available for the purpose of focus group interview.  Conducting more interviews with translation students coming from a varied selection of Iranian universities will yield much more information about familiarity with different translation technologies.  Another limitation is that due to time constraints and lack of access to more students for running a complete translation technology course, the students were introduced to a TM software for a short period of time; they were not able to master this software and use all of its features.  During these 8 sessions only the main features of the software were introduced and the students were not able to evaluate this software.  Future research can focus on introducing a full range of translation technologies or on teaching one of the market leading TM software such as SDL Traods Studio, in one or more full semester, with experimental and control groups.  Also, using case studies, future research can evaluate different TM software in order to identify the appropriate content for inclusion in Iranian translation programs.
In this study, the questionnaires were only distributed among translation students and recent graduates of Iranian translation programs.  Future research can replicate this phase of study and distribute the same questionnaire among professional translators to measure the level of their familiarity with translation technologies.
The results of the last phase of this study, the place and the extent of teaching translation technologies in world level translator training programs were used as insight into their inclusion in Iranian translation programs.  The study only focused on a limited number of programs that their curricula were available online.  The details of their translation technology courses were not examined.  Further research along these lines should use other data collection methods to get the detailed content of these courses and their objectives as insight to their inclusion in Iranian translation programs. 
Another avenue of research which was not addressed in this study is the familiarity of translation trainers with translation technologies.  The first step before introducing translation technologies into translation programs is to train teachers who are familiar with these technologies.  After determining the extent and place of these technologies in Iranian programs, translation teachers must be familiar enough with these technologies in order to meet the needs of Iranian students.  The lack of literature shows this area is under-researched and needs to be addressed urgently.

   On the Relationship between Field- Dependence/ Independence  Cognitive Style and Non-iterary/                       
    Literary Translation Achievement                                 

The present study attempted to investigate the relationship between students’ FDI cognitive style and their literary and non-literary translation quality. In this section some areas are suggested for further research.
The results of this study can guide researchers to continue exploring the different ways cognitive styles in general and FD/I cognitive style in particular can affect the performance of translation students or professional translators during the process of translating.  In order to generalize the inferences made from this study, more researches need to be done to reach a consensus on the results of the research. The same study needs to be replicated with larger number of participants and more raters for obtaining more accurate translation quality assessment. It can also be replicated using another group of translation students such as students from other universities in other cities. In this study the number of FD and FI participants was not equal. The number of FD subjects was fewer than FI ones. The results indicated that there is no significant correlation between FD cognitive style and literary and non-literary translation quality, the reason may be due to the small number of FD participants. Therefore, it is suggested that future researches conduct the same research by an equal number of FDs and FIs.  
In this study, gender difference was neglected; therefore other studies can take gender into account.
In the present study only a literary and a non-literary text was chosen for testing the translation production of students. The same study can be replicated using different kinds of non-literary texts such as technical, political, financial, etc. Another related study can investigate the role of FD/I cognitive style in the success of different translators such as technical translators, audio visual translators, translators of poems and song lyrics, interpreters and dubbers.
In order to make students more careful and pay more attention to their translation it is suggested that researchers take the translation production task as the students’ final exam. 
In further studies the researchers can consider the characteristics of the selected texts. It is suggested that researchers select some specific texts with specific characteristics by considering the distinction between FD and FI individuals.
In future research, researchers can select a new TQA model for better assessment of translation quality.
The same study can be replicated on some professional translators instead of students of translation.

Investigating Translation Strategies Used in Persian Dubbing of English Comedy Animations with Focus on Humorous, Idiomatic and Colloquial Expressions

Based on the limitations of this study the following are suggested for further research in this line of inquiry:
1. Investigating ideology in the dubbing of animations and movies from English to Persian.
2. Comparative investigations of translation strategies in animations form English to Persian and English to other languages to see the similarities among groups of translators with different languages and cultures.
3. Investigation of subtitling strategies in movies from Persian to English.

Reflections on Taught Courses of the Iranian MA Program in English Translation: A Mixed-Methods Study

The goal of this study was to investigate two strategic documents about the necessities of a curriculum for MA in English Translation as well as the opinion and assessment of two groups dealing with it the students and the lecturers.  However, other studies can be conducted investigating the opinion of translation agents about the necessary attributes they consider for a translator and their expectations of an employed translator with an MA degree in English translation to be included in the curriculum.
Further Studies can also be conducted on larger samples of students including a greater number of universities of the country to make the findings more generalizable.

Strategies for Translating Culture-Bound Items,
A Case Study of Two Translators

   Researchers can expand the domain of this study by applying the selected framework to more translations of the selected translators since the two translators have many works in different decades. This enriches the findings in this respect and can be used to make more deductions regarding cultural items. Also, the method of present study can be applied for other translators in working in different periods of time to shed light on the strategies used by different translators in tackling the problem of culture-bound items. Furthermore, the translations of the same book by different translators can be investigated to highlight the idiosyncrasies of each translator in his/her body of works. 

بررسی ارزیابی کیفیت ترجمه انگلیسی در دانشگاه های ایران: رویکردهای مدرسان ترجمه و بازخورد دانشجویان

 پیشنهاد می شود تا براساس معیارهایی که در این پژوهش مطرح شده است ترجمه دانشجویان مورد ارزیابی قرار گیرد و پس از آن ارتباط میان جنسیت دانشجو با نمره ایی که در ارزیابی بر اساس این معیار های ارزیابی کسب کرده بررسی شود؟
• پیشنهاد می شود تا براساس معیارهایی که در این پژوهش مطرح شده است ترجمه دانشجویان مورد ارزیابی قرار گیرد و پس از آن ارتباط ایی که میان سن دانشجو با نمره ایی که در ارزیابی بر اساس این معیار های ارزیابی کسب کرده اند بررسی شود؟
• پیشنهاد می شود تا معیارهای ارزیابی و رویکردهای گروه های دیگری مورد بررسی قرار گیرد، گروه های چون دانشجویان دکترای مترجمی زبان انگلیسی به این دلیل که این دانشجویان با تحقیقات علمی و عملی در زمینه ارزیابی کیفیت ترجمه آشنایی بیشتری دارند و می توانند معیارهای دقیق تری ارائه دهند و یا مدل ارزیابی کیفیت ترجمه ای پیشنهاد نمایند.
• پیشنهاد می شود که علاوه بر مصاحبه گروهی با دانشجویان ترجمه و مصاحبه با مدرسان ترجمه که در دو بخش کیفی این طرح به آنها پرداخته شد در پژوهش دیگری از طریق جمع آوری پرسشنامه از دانشجویان و مدرسان ترجمه داده بیشتری بتوان جمع آوری نمود و پژوهشی کیفی- و- کمی با روش مثلث گیری انجام داد.
• پیشنهاد می شود که در پژوهشی دیگر دو گروه از دانشجویان ترجمه در مقطع کارشناسی انتخاب گردند و در مدت  یک ترم به دو گروه آموزش ترجمه داده شود. در یک گروه مدرس ترجمه معیارهای ارزیابی خود را در ابتدای دوره بیان کند و در ابتدای آزمون ترجمه پایان ترم و میان ترم معیارهای ارزیابی خود را بار دیگر عنوان کند. در گروه دوم مدرس ترجمه دانشجویان را در ابتدای دوره آموزشی و در ابتدای آزمون ترجمه پایان ترم و میان ترم از معیارهای ارزیابی خود مطلع نسازد. در نهایت پس از ارزیابی ترجمه دانشجویان هر دو گروه میزان پیشترفت دانشجویان در عمل ترجمه مورد مقایسه قرار گیرد و برای کسب آگاهی از نظرات دانشجویان از معیارهای ارزیابی  مدرسان ترجمه مصاحبه گروهی از هر دو گروه به عمل آید و نتایج به دست آمده مورد مقایسه قرار گیرد.

بررسي ترجمه اخبار سياسي با رويكرد تحليل انتقادي گفتمان
بر اساس مدل سه وجهي

 تحقیق حاضر مبتنی بر تحلیل گفتمان انتقادی بر اساس مدل فرحزاد، در دو سطح متنی و نشانه  ای در ژانر خبر سیاسی بود. کمبود این گونه تحلیل انتقادی بر روی دیگر ژانرها همچون ژانر ادبی و ژانر علمی احساس می  شود. شایسته است تغییرات ایدئولوژیک احتمالی در ترجمه  ی این گونه ژانرها نیز مورد بررسی قرار گیرد.
- پیشنهاد می  شود ترجمه  ی اخبار سیاسی بر اساس دیگر الگوهای تحلیل گفتمان انتقادی مانند مدل  های ون دایک ، لاکلا و موفه و ... انجام شود.
_ این رساله بر روی ترجمه  ی اخبار سیاسی از زبان انگلیسی به زبان فارسی انجام شده است. تجزیه و تحلیل تغییرات ایدئولوژیک در ترجمه  ی اخبار از فارسی به انگلیسی نیز می  تواند موضوع تحقیق جداگانه  ای باشد.
_ موضوع این رساله تحلیل انتقادی ترجمه  ی اخبار سیاسی و راهبرد  های مترجمان معاصر فارسی بود. چون تاریخ به قول فرکلاف، یکی از مهم  ترین سازه  های تحلیل گفتمان انتقادی است. بررسی انتقادی ترجمه  ی اخبار سیاسی در گذشته و راهبرد  های اتخاذ شده مترجمان آن در نحوه  ی انتقال ایدئولوژی در ترجمه می  تواند گوشه-هایی از تاریخ ترجمه را روشن سازد.

بررسی راهکارهای انتقال مفاهیم تعجبی در ترجمه قرآن

با توجه به اینکه در بحث ترجمه قرآن کریم، انتقال مفهوم تعجب و شگفتی به خاطر القاى معنای صحیح آیات اهمیت بسیاری دارد، از این رو توجه بیشتر به این موضوع کاملا ضروری است. در این پژوهش فقط بر روی چهار مورد از اسلوبهای تعجب در آیات قرآن کریم بحث شد. پیشنهاد می شود سایر موارد بیان تعجب و نحوه انتقال آنها در ترجمه قرآن کریم به زبانهای فارسی و انگلیسی بررسی شود و نتایج حاصل از آن، در راهکارهای انتقال مفهوم تعجب با نتایج تحقیق حاضر مقایسه شود تا مشخص گردد آیا می توان این راهکارها را تعمیم داد یا خیر.

بررسی روش ترجمة مفعول مطلق تأکیدی
 در ترجمه  های اتگلیسی و فارسی قرآن کریم

یافته  های این تحقیق نشان داد مترجمان در دستیابی به ترجمة مطلوب و اثربخش در انتقال مفعول مطلق تأکیدی، باید آگاهی جامع و کامل از ساز و کار  های نحوی، واژگانی و ساختاری هر دو زبان داشته  باشند. از آنجا که مبانی و موضوعات زبانی متعدّد در هر زبان دایرة وسیعی از اطّلاعات لغوی، نحوی و بلاغی را می  طلبد، تحقیقات بنیادی در زمینة ترجمة قرآن کریم در حوزة مطالعات زبان  شناسی تطبیقی از ضروریات پژوهش  های قرآنی محسوب می-شود. مطالعات جامع و نظام  مند مبانی علمی و نظری زبان  شناختی در کار  گروه  های تخصّصی متعدّد راهبرد  های ترجمه  ای مناسب  تری را در ترجمة مقولات مختلف زبانی بررسی می  کند و فرآیند پروژة ترجمة قرآن کریم را تسریع و تسهیل می  سازد.
 چنانکه قبلاً گفته  شد مبحث تأکید در بلاغت و دستور زبان عربی مشتمل برموارد متعدّدی است، از جمله: تأکید لفظی و معنوی که هر کدام نیز زیر شاخه  های بسیاری دارد، مانند تأکيد به تکرار، تكرار عامل، تكرار ضمير، تكرار واج، تكرار استثناء، تكرار معنايى، تأکيد با قسم، بدل، عطف، وصف، حروف جر و حروف تأکيد یا استفاده از شيوه  های بلاغی گوناگون همانند عدول از فعل امر به استفهام، التفات، استفاده از اسم ظاهر به جای ضمير، عدول از جملة فعليّه به اسميّه، تقديم مسندٌاليه و... . به دلیل گستردگی هر یک از موارد ذکر شده و ساز و کار-های مختلف مترجمان در انتقال مفهوم هر کدام، در این تحقیق فقط به بررسی روش ترجمة مفهوم مفعول مطلق تأکیدی پرداخته شد. بنابراین، تحقیق در هر یک از موارد مذکور می  تواند در ترجمه  های آتی از قرآن کریم تأثیر  گذار باشد و در عرضة ترجمه  ای صحیح  تر و درخور شأن و مقام قرآن کریم و معانی بلیغ و بلند آن مفید باشد.

بررسی نقش کارگزاران و عوامل اجتماعی موثر بر مترجمان معاصر در انتخاب رمانهای ترجمه شده در ایران

بررسی معیارهای مترجمان زن با معیارهای مترجمان مرد در انتخاب اثر برای ترجمه و دلایل مشابهت یا تفاوت احتمالی معیارها.
2- مقایسه معیارهای انتخاب کتاب از نظر مترجمان معاصر و مترجمان پیشین، در صورت امکان.
3- مقایسه معیارهای انتخاب کتاب برای ترجمه در ایران و سایر کشورها.
4- مقایسه نقش عوامل اجتماعی و کارگزاران ترجمه در انتخاب آثاری از سایر ژانرها برای ترجمه با عوامل اجتماعی دخیل در ترجمه رمانها.
5- بررسی مقابله‌ای نقش عوامل اجتماعی و کارگزاران ترجمه در انتخاب اثر برای ترجمه در ایران و سایر کشورها.

تأثیر ترجمه بر ورود زبان عامیانه به ادبیات دوره مشروطه

     تکرار این پژوهش در دوره ی بعدی یعنی 50 سال دوم (سال 1300 ﻫ.ش. به بعد) و نمونه های این دوره می تواند ادامه ی این پژوهش باشد؛ با انجام چنین پژوهشی می توان دریافت که روند تغییر در نثر فارسی ادامه پیدا می کند یا نه و در چه زمانی به ثبات می رسد.
     پژوهش دیگری که در راستای احیای تاریخ ترجمه می تواند توفیقی ایجاد کند بررسی این موضوع است که علت تقدم کاربرد زبان عامیانه در ترجمه ها چه بوده است؛ آیا پیروی از متن اصلی سبب بوده یا علل دیگری داشته است.
     پیشنهاد دیگری که می توان از بطن این پژوهش مطرح کرد تحقیقی جداگانه در مورد کاربرد ساختار و نحو محاوره ای می باشد. انجام چنین پژوهشی و مشخص کردن بسامد مواردی که در نحو محاوره ای این دوره اتفاق افتاده اند می تواند وسعت دید ما را درباره ی تغییرات زبانی ادبیات فارسی گسترده تر کند. در راستای این پژوهش می توان تحقیقی جداگانه درباره ی کاربرد لغات و عبارات عامیانه در نثر این دوره انجام داد تا مشخص شود که طیف این لغات و عبارات کدام است و آیا بیشتر نویسندگان و مترجمان از یک طیف خاص از لغات و عبارات استفاده می کنند یا نه.

ترجمة استعاره‌های دفتر اوّل مثنوی معنوی:
روش‌ها و رویکردهای نیکلسون و مجددی

دانشجویان و پژوهشگران می‌توانند با گسترش دادن دامنة داده‌های مورد بررسی به غنای پژوهش‌هایی از نوع پژوهش حاضر بیفزایند، به این صورت که تعداد بیشتری از ترجمه‌های موجود (مانند ترجمة گوپتا، ردهاوس، یا ویلیامز) را بررسی کنند؛ حجم بیشتری از متن مثنوی را بررسی کنند (باقی‌ماندة دفتر اول، تمام دفترهای دوم و سوم) تا استعاره‌های بیشتری استخراج شود و تعمیم داده‌ها مطمئن‌تر صورت پذیرد.
استعاره‌های غزلیات شمس هم که متنی عرفانی‌تر و تغزلی می‌باشد می‌تواند موضوع پژوهش قرار گیرد، به‌ویژه با توجه به این‌که 400 غزل آن را آربری به‌سبک نیکلسون ترجمه کرده است و از سوی دیگر ترجمه – اقتباس‌های کسانی چون بارکس هم بیشتر از همین غزلیات است تا مثنوی. هم‌چنین می‌توان با همین الگوی طرح‌شده در این پژوهش به سراغ سایر آثار کلاسیک ادبیات فارسی هم رفت، آثاری چون شاه‌نامة فردوسی، دیوان حافظ، و بوستان سعدی که یا تابه‌حال کسی سراغی از آن‌ها نگرفته است یا صرفاً بخشی از آن‌ها از نظر ترجمة استعاره بررسی شده‌اند.

مقایسه فرآیندهای ترجمه انگلیسی به فارسی مترجمان ایرانی
 تازه کار و حرفه ای

با توجه به گزینش غیر تصادفی با تعداد اندک شرکت کنندگان در این تحقیق، نتایج و یافته های به دست آمده بدون انجام مطالعات و بررسی های بیشتر، قابل تعمیم نمی باشد. روش های گوناگون و متعدّدی برای اجراء مجدّد این تحقیق و جود دارد و می توان با تغییر یک یا چند متغیّر بررسی های جدیدی را به انجام رسانید. البته به نظر می رسد که ماهیّت و ویژگی تحلیل های کیفی چنین است یعنی به عبارتی حتّی می توان این تحقیق را عیناً بر روی شرکت کنندگان دیگر و یا بافت اجتماعی دیگر انجام داده و نتایجی موافق یا متضاد به دست آورد. در ذیل به ارائه پیشنهاداتی برای انجام تحقیقات بیشتر در زمینه مقایسه فرآیندهای طی شده در ترجمه توسط مترجمین تازه کار و حرفه ای پرداخته می شود.
• استفاده از متن گونه یا ژانر متفاوت. به عنوان مثال جایگزینی متن توضیحی با متن گونه های دیگری چون متون ادبی، سیاسی و غیره.
• استفاده از افراد متفاوت با سطوح متفاوتی از توانش و تجربه. به عنوان مثال استفاده از معیار های نظریه پردازان مختلف برای تشخیص مترجم حرفه ای از تازه کار و ارائه تعریفی دیگر از مترجم حرفه ای و تازه کار.
• استفاده از جفت های زبانی متفاوت به جای جفت های زبانی انگلیسی و فارسی. به عنوان مثال می توان از انگلیسی به اسپانیایی یا از آلمانی به فرانسه نیز به استفاده از شیوه های تحقیق مشابه به فرایند ترجمه پرداخت.
• در نظر گرفتن محدودیت زمانی برای انجام ترجمه. در نظر گرفتن زمان محدود برای انجام ترجمه می تواند به عنوان یکی از فاکتورهای تعیین کننده، نتایج متفاوتی را به همراه داشته باشد.
• استفاده از روش های تحقیق جدید تری چون رد یابی چشمی (eye tracking)به عنوان شیوه مکمّل.
• در نظر گرفتن محدودیت استفاده از منابع مختلف در حین ترجمه. به عبارتی می توان مشابه تحقیق حاضررا با مشخّص کردن استفاده صرف از دیکشنری های آن لاین و یا فیزیکی به انجام رسانید.
• استفاده از تکنیک فکر گویی در ترجمه به صورت دسته جمعی که می تواند عوامل اجتماعی و ارتباطی گسترده تری را در تحقیق دخیل نماید.
• دخیل کردن تحلیل کیفی متن ترجمه به روش های تحقیق نیز می تواند زمینه های بیشتری را برای مطالعه و بررسی فرایند ترجمه فراهم سازد.

ترجمۀ استعاره های قرآن کریم مورد پژوهی؛ بیست ترجمه فارسی

انجام پژوهش در حوزۀ متون اسلامی بسیار متنوع و لذت بخش است. از طرفی قرار گرفتن در محضر قرآن و انس با آن، خود غنیمتی است که امروزه در زندگی ماشینی و پرمشغله به اسانی حاصل نمی شود. از طرف دیگر چون به طور یقین مترجمانی که به سراغ ترجمۀ قرآن کریم می روند، مترجمانی فرهیخته و متبحر در زمینۀ کاری خود هستند، بررسی آثار ایشان فواید آموزشی فراوانی برای خود پژوهشگر نیز در بر خواهد داشت.
دانشجویان و پژوهشگران می توانند با گسترش دادن دامنۀ داده های مورد بررسی به غنای این پژوهش ها بیفزایند، به این صورت که تعداد بیشتری از ترجمه های موجود را بررسی کرده، حجم بیشتری از قرآن کریم را بررسی کنند(سوره های دیگر قرآن و یا جزء هایی ازقرآن کریم) تا استعاره های بیشتری استخراج شود و تعمیم داده ها ممکن شود. هم چنین می توان با همین الگوی طرح شده در این پژوهش به سراغ سایر متون اسلامی هم رفت، آثاری که یا تا به حال چنین تحقیقی روی آنها صورت نگرفته و یا صرفا بخشی از آن ها از نظر ترجمۀ استعاره بررسی شده اند.

A Look into the Association between Life-Wise Syllabus and Teacher Success: A Quantitative and Qualitative Study in an EFL Context

Many other studies related to the same topic can also be done so that factors other than syllabus design are taken into account to see the influence of each on the teacher success. The same study can also be replicated so as to obtain more accurate results. In this part, some ideas for further research will be proposed.
First of all, the same research can be done with more participants and a more representative sample so that more accurate results can be obtained.
This study was performed to explore the relationship between life-responsive language teaching belief and teacher success in an EFL context, researchers are suggested to carry out the same study in a context in which English is considered as a second language to see what kind of relationship exists between the two variables and their subscales.
In this study the credential, degree, and license differences were ignored. It might be of interest to other researchers of this domain to see whether the credentials, degrees, and license the teachers hold have any relationship with their perceptions of life-responsive language teaching belief.
Teachers' experience is an important element which should be taken into account in evaluating teacher success so another topic of research might be exploring the relationship between this feature and the two main variables of this study and also its influence on them.
Also the upper-intermediate and advanced level students were chosen as the participants of study so other researchers are proposed to replicate the same study for students of other levels like university students.
The focus of this study was to find out the relationship between teacher's success and the extent to which they believe in life-responsive language teaching belief. Comparative studies could be done to see how various syllabus designs are correlated with teacher success.
There are differences between various English language teaching schools regarding the syllabus they provide their teachers with. Some language schools strictly want their teachers to only cover what's mentioned in the syllabus whether leaner-centered or of the type designed by specialist approach and no minor revision or modification of syllabus is tolerated by those top bananas recruiting the teachers but some language schools might give room to such modifications and revisions according to the students' needs and the instant expectations of both teachers and students. Comparing the teachers' success of these two types of language schools is suggested to other researchers who are active in this field.
There are different criteria according to which teachers are employed and recruited in both public language schools and private language schools on temporary or permanent basis. Also the types of tests given to the language teachers are different in different institutions. To what extent the criteria correspond to the teachers' success in the course of time could be studied in different contexts.
In this study the teacher success was evaluated according to the students' perceptions of their teachers' success and the correlations between the results obtained from these perceptions and those of life-responsive language teaching belief were measured and interpreted in close inspection. Other researchers are suggested to also take into account students' achievement in different courses by using validated test to explore how successful the teachers are according to the students' achievement at the end of the course.
The same study could be done with an experimental design to look for the possible relationship between a particular teacher success in two different classes with the same level to see whether the teacher is accounted as successful in both classes by the students or not.

Investigating the Effectiveness of  Dynamic Assessment in English to Persian  Translation Classes

This research project is the first study exploring the potentials DA possesses to reform translator training programs.  The present study produced certain results, but many more studies are required to obtain definitive results concerning the application of DA in translation classes and the potentials it possesses to improve current translation teaching and evaluation methodologies. Due to the novelty of DA in Translation Studies and the diversity of concepts DA encompasses, the list of suggestions for further research can be exhaustive. Here the researcher suffices to mention just a few ones:
1. In this study Feuerstein's interactionist approach to DA (MLE) was applied. Further studies are needed to examine other DA approaches particularly Brown's Graduated Prompts interventionist approach. 
2. The present study was conducted with a number of novice translator trainees. Similar study can be conducted on more advanced trainees to examine the effectiveness of DA and the types of mediation needed.
3. In this study literary texts were used to examine the effectiveness of DA in promoting translation ability. Similar studies can be conducted focusing on other domains of translation (legal, journalistic, etc.).
4. Computerized DA (CDA) which is gaining increasing credit in the domain of language learning can also be a great source of inspiration for translation researchers.

رابطه ميان ميزان تمايل به ارتباط برقراركردن با ديگران به زبان انگليسي و روش‌هاي يادگيري  زبان و آستانة تحمل

This study used quantitative design to do the research. Qualitative techniques like interview and observation can also be used to strengthen the results of the study. As the present study only used questionnaire which relies on students' self-reports, some students may underestimate or overestimate their abilities.
This study only focused on students from private language learners in a city in North-east of Iran. Therefore, the results of the study cannot be easily generalized to other contexts.

The Impact of Attending EFL Classes on Learners’ Self-Concept and Self-Esteem: The Case of Iranian EFL Learners

 1. The data gathering method used in this study was through questionnaires. It is worthy to conduct a study, which combines this form of quantitative research with qualitative methods.
 2. Similar studies are critically needed to see whether the results will be the same as or different from the results of the present study.
 3. This study did not take into account the participants gender. Future studies can run to see if there is any difference regarding gender.
4. Due to the short time of this study (8-9 weeks), conducting a study in which EFL class attenders spend more time in EFL classes (more than just one term) is suggested.
 5. Suffice it to say at this point that there are other questionnaires to examine self-esteem, as said by Demo (1985) that the Rosenberg and Coopersmith scales performed best in factor analysis. In order to have more accurate results, running the same study using another questionnaire such as Rosenberg’s self-esteem scale is recommended.

A Qualitative Investigation of the current Practice of MA Program in English Translation

The following are recommendations that could prove helpful in further research regarding studies of MA English Translation students.
1- Providing information about thesis based students versus course based students could prove useful.
2- A study could be conducted to further examine satisfaction between genders. A qualitative based study may be better suited to this topic.
3- Comparing different Universities which perform this program and the students level of competencies in different skills.

بررسی عوامل محیطی تاثیرگذار بر تمایل به برقراری ارتباط کلامی به زبان انگلیسی از دیدگاه بوم شناسی

There are several limitations to the present study. One obvious limitation stems from the nature of qualitative ecologically valid research conducted in the classroom.  The findings of the qualitative studies cannot be generalised beyond the specific learners and the context involved in those studies. However, according Cameron and Larsen-Freeman (2007), thinking in terms of particular generalisations rather than universal generalisations in ecological research is useful.
Another limitation of this study is its focus on the speaking mode of L2 WTC. According to MacIntyre et al. (1998), L2 WTC covers all modes of communication. Hence; future studies can be targeted toward focusing on L2 WTC not only in the oral mode but also listening, writing, and reading modes as well.
In the present study, the microsystem level of ecosystem model was more closely explored and focused comparing the other layers. To obtain a more comprehensive picture of the ecological framework of Iranian EFL learners' WTC, future studies can be carried out attempting at exploring all the layers closely.
Besides; further future studies are warranted examining the effect of time on WTC fluctuations and also investigating the most pertinent factors affecting language learners' WTC studying English in different levels from elementary to advanced.

بررسي ارتباط ميان کمرويي حس خود کار آمدي و تمايل به برقراري ارتباط با توجه به عملکرد زباني يادگيرندگان زبان دوم در ايران

     Studies on shyness appear to offer a particularly promising avenue of research for informing second language instruction. A replication of this study with English majors or language learners in a different learning context other than language institutes, such as university or schools would be a reasonable next step.
     In addition, future research may investigate the relationships between shyness and other leaner psychological variables such as personality traits, psychological well-being; motivation, personality scales strategies, field dependency/independency and so on. Further efforts should also be made to develop and test the causal links among shyness and second language performance and achievement.
     The same is recommended for the other two variables of the present study. Willingness to communicate and self-efficacy can be studied in relation to other affective variables that have not been studied up to now, in different language learning contexts, and in different language learning levels.
     In addition, the participants of this study were advanced EFL learners. So the same subject can be studied in different levels and even compare the variables of this study on different levels of language learning.
     Shyness and the relationship it bears to age was not investigated in this study, which paves the way for other researchers.
     The research method of data collection employed in the current study mainly relied on quantitative method of survey questions which can enable researchers to deal with a large number of participants. However, because of the complicated nature of affective variables, it is recommended that researchers employ different methods of collecting data such as observation and oral interviews, which are qualitative methods, in order to collect diverse resources.
     Regarding the setting of study, this study was done in informal setting of language institutes, which is different from formal settings that are limited and restricted and have to follow a set of regulations. Therefore, the same study can be replicated in formal settings of language learning in Iran.
     In this study, the first language of participants was not taken into account, but other researchers could focus on whether there is any significant relationship between Iranians students' shyness, self-efficacy and willingness to communicate all in Persian and English.
     And finally, further research needs to consider increasing the number of participants across wider geographical areas in Iran in order to increase generalizability. Replication studies are also necessary to confirm or reject the findings of this study in Iranian educational contexts.