Iranian High School Research Articles

A pathway from surface to deep online language learning approach: The crucial role of online self-regulation.

Students' approaches to online technologies (SAOLT) have garnered significant support among scholars from a variety of fields, particularly in the field of science, technology, engineering, and mathematics education (STEM). The humanistic field needs to explore learners' approaches to target learning contexts, especially in the fields of computer-assisted language learning (CALL) and psycholinguistics. To fill this gap, the researchers explored 686 Iranian high school EFL learners' approaches to online language learning (OLL) with regard to their pedagogical, technical, and peer support, as well as the mediation role of online self-regulation. The partial least squares modeling approach's (PLS-SEM) reflective analysis validated the factorial structure of the conceptual study framework in online language learning and secondary education. The formative model found that instructional and peer support positively impacted language learners' deep and surface approaches to online language learning, thereby maximizing and minimizing their online presence and meaningful language learning. Furthermore, the mediation analysis revealed the significant moderating influence of learners' online self-regulation, which shifted the correlations from relating both learners' perceived support to their surface and deep learning approaches to only relating to the deep learning approach. Consequently, this study has pedagogical implications as it introduces a new conceptual framework to the CALL and psycholinguistic domains, specifically incorporating a new psychological factor related to language learners' complex dynamic systems, known as Language Learners' Approaches to Online Language Learning (OLLA). To do so, the researchers suggested that instructors should design more practical activities for theoretical subjects such as English language learning in online learning and shift online teaching from teacher-centered to peer-centered so as to foster their learners' deep learning approach to online language learning.

Social-emotional competence, social adequacy, and self-regulation among Iranian female high school students

The research aimed to investigate the association between social-emotional competence and social adequacy with the self-regulation of female high school students in Tehran. The sample of the current study consisted of 250 female participants from the student community in different educational areas of Tehran, who were selected using the multi-stage cluster sampling method. The measurement tools were: The social-emotional competence scale, the social adequacy scale and the self-regulation questionnaire. The findings revealed a positive association between social-emotional competence, social adequacy, and self-regulation among Iranian female students. Resulted of regression analysis showed that self-regulation was positively predicted by social-emotional competence and social adequacy. Enhancing social competence, particularly in emotional and psychological aspects, can improve students’ adaptation and well-being. This can help prevent issues such as social rejection, substance abuse, and depression in both their school environment and future personal and professional lives. Additionally, it is important to implement various intervention programs targeting parents and teachers to raise awareness about social-emotional competence and social adequacy in adolescent girls, as well as strategies for fostering these skills. This will improve their mental health and help prevent the development of various addictive behaviors

Investigating barriers to implementation of a CLT-based curriculum innovation in iranian secondary education

This mixed-methods study explored Iranian English teachers' perceptions of barriers to implementing an innovative CLT-based curriculum in Iranian high school English classes. The sample of the study was composed of three groups: 23 English teachers who participated in semi-structured interviews, 217 English teachers who completed the initial version of the questionnaire for construct validation, and 143 English teachers, including 45 Teaching English as a Foreign Language (TEFL) graduates, 58 beginning teachers, and 40 experienced teachers, who completed the validated questionnaire. The instruments utilized were a semi-structured interview and questionnaire. The thematic analysis of the qualitative data indicated that the barriers were of five core categories related to institutions, culture, learners, teachers, and CLT. The analysis of the quantitative data demonstrated that on the continuum of full/non-implementation, the participants stood considerably away from the full implementation extreme believing that few CLT principles could be implemented. The findings also revealed that the graduates' perceptions of barriers were significantly different from those of beginning teachers and experienced teachers, while no significant difference was observed between the beginning teachers' perceptions and those held by the experienced teachers. It is concluded that there is a huge gap between the curriculum developers' intentions and teachers’ perceptions, both in urgent need of modifications.

Psychometric assessment of the Persian translation of the School Counselor Noncognitive Skills Scale using Iranian high-school students

Assessing students’ perceptions of the services provided by school counselors is crucial in promoting these services. However, there is no reliable scale for this assessment in the Persian language to date. Thus, this study aimed to translate and validate the School Counselor Noncognitive Skills Scale (SCNSS) among Iranian high school students. The English version of the SCNSS was translated into Persian, and its content and face validity were confirmed through cognitive interviews and expert evaluations. Using a convenience sampling method, data were collected from 308 high school students across three educational districts in Sanandaj, Iran. Confirmatory factor analysis supported the three-factor structure of the SCNSS, demonstrating good model fit. Measurement invariance analysis indicated consistency across genders. The internal consistency of the scale was high, with Cronbach’s alpha coefficients exceeding .86 for all subscales. Convergent validity was established through significant correlations with the School Belonging Scale (SBS). Additionally, a positive correlation was found between the number of counseling sessions attended and students’ perceptions of their counselors’ noncognitive skills. These findings suggest that the Persian version of the SCNSS is a valid and reliable tool for assessing the impact of school counselors on the development of noncognitive skills among Iranian students.

Determinants of source waste separation behavior in Iranian high school students: An application of the theory of planned behavior

Determinants of source waste separation behavior in Iranian high school students: An application of the theory of planned behavior

Online Harassment: The Mediating and Moderating Role of Thoughtfully Reflective Decision-Making

The current study employs a construct from the criminological literature, thoughtfully reflective decision-making (TRDM), to understand cyber offenders’ decision-making and offer relevant insights to prevent online harassment. Using a sample of Iranian high school students ( N = 366), we employ OLS and SEM to test whether and how TRDM, perceived deterrence, and prior victimization influence the most common forms of online harassment: cyberbullying and cyberstalking. Findings demonstrate cyberbullying and cyberstalking victimization increase engagement in offending behavior while participants’ fear of sanction reduces engagement in both cyberbullying and cyberstalking perpetration. Notably, results demonstrate that TRDM has a direct, mediating, and moderating effect on both forms of offending. TRDM also has an indirect effect on cyberbullying and cyberstalking perpetration through victimization and participants’ perceptions of sanction. Unlike contemporary, pre-dispositional theories of crime, TRDM is dynamic and can be improved via educational programming. We posit that current cyber hygiene campaigns should include elements aimed to improve individuals’ cognitive decision-making capabilities. Guided by theory, and based on the results of the current study, this translational approach could prevent victimization while simultaneously improving other elements of the participants’ life.

Iran’s High School English Textbooks (Vision Series) and Organizational Knowledge as a Component of CLT Model

Selecting an appropriate textbook is one of the key factors in teaching English. This content analysis study scrutinized whether organizational knowledge represented in Iranian high school English textbooks (Vision Series). Thus, the stance of organizational components as one of the Communicative Language Teaching (CLT) principles was investigated in such textbooks. George (1963) verb form frequency count, Halliday and Hassan’s (1976) model, McCrimman's (1984) model, Vocabulary List Cambridge English (2012) were used to examine the extent to which organizational knowledge was shown in high school EFL textbooks. The analysis of the results revealed that grammatical knowledge was not presented comprehensively. Therefore, high school students would not be able to exhibit a wide variety range of vocabulary. Because the vision series roughly represented the sufficient vocabulary size. The Vision series highlighted intonation rather than pronunciation. The role of rhetorical organizations was disregarded in the Vision series. Therefore, he Vision series should be revised to include the organizational components. Generally, the Vision series did not follow CLT principles to promote language learners' ability to communicate.

Moral Dilemmas across Gender and Teaching Experience: A Case of Iranian High-School English Teachers

Moral Dilemmas across Gender and Teaching Experience: A Case of Iranian High-School English Teachers

English Language Learning Beliefs of Iranian High School Students

Language learning beliefs are considered to be an important factor influencing student learning outcomes. This mixed-methods research investigated English language learning beliefs of Iranian English language learners. Data were collected from 226 junior and senior male and female high school students using the Beliefs about Language Learning Inventory (BALLI) and semi-structured interviews. Participants reported strong beliefs in terms of ‘motivation and expectation’ and ‘foreign language aptitude’. First and third graders’ mean belief scores were statistically different across their ‘overall beliefs’, ‘foreign language aptitude’, and ‘motivation and expectations’. Moreover, although the overall gender differences were not statistically meaningful, significant differences were noticed with regards to beliefs about ‘difficulty of language learning’ and ‘foreign language aptitude’. The results underscore the hypothesis that changes in language learning beliefs happen due to learners’ stage of development, i.e. their grade. Further, certain misconceptions among high school learners were noticed about the role of aptitude and intelligence, error correction, and supremacy of learning certain forms of language. The implications are discussed with reference to language education and policy development.

Iranian High School EFL Students’ Attitude towards Distance Learning throughout the Covid-19 Pandemic

As in other contexts, Iranian students encountered challenges in the closedown of schools due to the outbreak of Covid-19 pandemic. The present study investigated the attitudes of 108 high school EFL students, using an online questionnaire to find out whether students preferred either to receive distance e-learning or the traditional face-to-face methods of instruction at schools. To this end, the participants completed a 20-item questionnaire. Also, the study attempted to explore EFL students’ perceptions of the use of distance learning using individual semi-structured interviews. Thematic analysis was used to analyze the qualitative data and the major emergent themes were discussed. The results revealed that most of the students were not ready to adopt the ongoing distance e-learning system. They complained that the pandemic had negatively impacted their learning and found the distance e-learning system ineffective. The results suggested the need for further studies on empowering the learners and teachers to improve the effectiveness of instruction in critical situations.

Effects of Cognitive Behavioral Group Therapy on Reduction of Anxious Thoughts among Selected High School Students in Iran: A Case Study

Cognitive behavioral group therapy (CBT) helps reduce individuals’ anxious thoughts. Considering this, the present study aimed to determine the level of anxious thoughts among selected Iranian high school students and to explore whether cognitive behavioral group therapy curtails anxious thoughts among Iranian high school students. To do so, a one-group pretest-posttest design was adopted (quantitative design) in this research, to measure the effectiveness of anxious thoughts-reduction policies to reduce anxiety among Iranian high school students. To address the research objectives, 20 teenagers who were students at some schools in Mashhad, Iran, participated in this study after taking the Anxious Thoughts Inventory (AnTI) designed by Wells (1994). The analysis of the data obtained from implementing the questionnaires was performed through SPSS 25 software in two sections: descriptive and inferential (Paired sample t-test). The results revealed that the means score of the students at the beginning of the experiment in the pretest at Anxious Thoughts Inventory was 63 which was a sever level of anxious thoughts at the pretest.  The item “I worry about my appearance” remained on top both in the pretest and posttest. A paired t-test was used and showed that there was a significant difference in the pretest and posttest scores of anxious thoughts of the participants after using the cognitive behavioral group therapy. Therefore, it can be concluded that cognitive behavioral group therapy curtails anxious thoughts effectively.

Examining school nutrition policies and their effect on the promotion of low-nutrient foods in the context of sports advertising

ObjectivesDespite recommendations to implement nutrition standards in schools, low-nutrient foods and high-energy drinks are still some of the most important challenges for school management and students' purchasing and consumption behavior. In this regard, the aim of the present study is to examine school nutrition policies and their effect on the promotion of low-nutrient foods in the context of sports advertising. MethodsA partial least square technique with SmartPLS 3.0 and bootstrapping with 500 resamples was used to examine the effect of food marketing on school nutrition policies and students' nutritional involvement. Online surveys were done through The Iranian Educational Network of students and measured on a 5-point Likert scale. The survey questionnaire consisted of 3 scales to measure the following: school nutrition policies, advertising of low-nutrient foods, and student nutritional involvement. ResultsResults from a sample of 382 Iranian high school students revealed that low-nutrient food advertising has a significant effect on student consumption, and the greatest overall effect on students' nutritional involvement. School nutrition policies were affected by media, endorsement, and the environmental advertising, whereas school financial capabilities had the greatest direct effect on students' nutritional involvement. ConclusionsThese findings suggest that advertising through sports media plays a mediating role in school nutrition policies and student nutritional involvement. Policy changes to restrict food marketing for young people must include both television and non-broadcast media.

Non-suicidal self-injury and its risk factors among Iranian high school and university students.

Non-suicidal self-injury (NSSI) is an important health problem among adolescents and young adults. The aims of this study were to determine NNSI status and its associated factors among students. This cross-sectional study has been conducted in 4715 high school and university students from the West and Northwest provinces of Iran. Multi-stage sampling was used to select students and all students completed survey questionnaires. Data analysis was performed using chi-square, Fisher's exact test, binary and logistic regression. The lifetime prevalence of NSSI was estimated as 24.4% among all participants (21.4% in high school students vs. 29.3% in university students). After adjustment for other factors, age (OR=1.08,95%CI:1.03-1.12), cigarette smoking as an experimenter (OR=1.94,95%CI:1.61-2.34) and regular (OR=3.80,95%CI:2.96-4.89) compared to nonsmokers, membership in a sport team (OR = 1.26,95%CI:1.08-1.48), having physical fight (OR = 2.18,95%CI:1.85-2.57), doing general risk taking behavior (OR = 2.05,95%CI:1.66-2.53), and self-esteem (OR=0.93,95%CI:0.92-0.95) were associated with experience of NSSI. Our results suggested that the prevalence of NSSI was relatively high among high school and university students. To diagnose, prevent, and treat NSSI in teenagers and young adults in Iran, more research is needed to identify the root causes.

Study of high-risk behaviors and their relationship with psychological factors in Iranian high school students.

Scientific evidence suggests that certain psychological factors may contribute to the occurrence of high-risk behaviors among adolescents. This study aimed to determine the high-risk behaviors and their relationship with psychological factors in Iranian high school students. This cross-sectional study involved 1100 high school students (564 boys and 536 girls). The subjects were selected from a total population of 9488 students using a multistage sampling method. Data was collected through a general information questionnaire (GIQ) and the Iranian Adolescents Risk-Taking Scale (IARS). The GIQ consisted of two parts: demographic information and psychological factors. These factors, including false self-confidence, excitement-seeking, risk-taking, experimentation, curiosity, heroism, disappointment with the future, handsomeness, tiredness of monotony, and enjoyment, were extracted with a deductive-centered approach by reviewing the literature. Descriptive statistics (absolute and relative frequency, mean, and standard deviation) and inferential statistics (independent t-test and multiple linear regression) were used for data analysis. The results showed that the total mean score of high-risk behaviors was 62.12, lower than the middle scale. The highest mean score of high-risk behaviors was associated with a tendency to dangerous driving, while the lowest mean score was related to the tendency to drug abuse. All psychological variables demonstrated a statistically significant relationship with high-risk behaviors (P < 0.001). In the multiple linear regression model, all psychological variables except risk-seeking and handsomeness remained significant predictors of high-risk behaviors. These variables included false self-confidence, excitement-seeking, experimentation, curiosity, heroism, disappointment with the future, tired of monotony, and hedonism. They explained 29% of changes in high-risk behaviors. Among these variables, excitement-seeking was the most effective in predicting high-risk behaviors. Most of the psychological variables in the present study explained high-risk behaviors. Paying attention to these variables can provide a more comprehensive view for parents and experts whose goal is to provide educational and counseling programs to reduce high-risk behaviors among adolescents.

The Plausibility of Applying Dogme Language Teaching Approach in Iranian EFL Classes from Teachers’ Perspective

Over-dependency on manufactured materials and fixed syllabuses in language classrooms hamper both teachers and students from achieving communicative ability. In the Dogme language teaching approach or unplugged teaching, teachers do not rely on these predetermined procedures and they have the freedom to choose the class activities based on the situation of the classroom. This study was an attempt to investigate Iranian English language teachers’ perspectives on the possibility of the application of the Dogme approach as an unplugged teaching methodology in Iranian high school English classes. 100 Iranian EFL teachers took part in the study. The teachers were given a questionnaire aiming to reveal their opinions about the general principles of the Dogme language teaching approach. Then, a semi-structured oral interview was conducted. The analysis of their responses led to the conclusion that the Dogme approach was generally unknown by many Iranian teachers. Only a few teachers applied this approach in their classes. Therefore, it is suggested that the Dogme approach should be introduced and integrated into mainstream English as a foreign language program in Iranian contexts through workshops and in-service classes.

Examining the Effectiveness of Reading Tasks Versus Listening Tasks in the Improvement of Vocabulary Learning in Iranian High School Learners Based on Vision Series: Dissecting the High School English Books [In English

Examining the Effectiveness of Reading Tasks Versus Listening Tasks in the Improvement of Vocabulary Learning in Iranian High School Learners Based on Vision Series: Dissecting the High School English Books [In English

An impact study of the Iranian National University Entrance Exam from students and parents’ perspectives

As a part of a larger project, this study reports a large-scale investigation of the impacts of the Iranian National University Entrance Examination (INUEE) on Iranian high school students and their parents. For this purpose, in a mixed methods research design, 1350 high school students selected based on convenience sampling from three western provinces of Iran were given a researcher-made Likert scale questionnaire; moreover, 27 parents sat for a semi-structured interview. The quantitative data obtained from the questionnaire were subject to inferential statistical analyses, and the qualitative interview data were first transcribed, and then the transcriptions were subjected to content analysis to extract common patterns and recurring themes. The integrated results obtained from the quantitative and qualitative data analyses indicated that from most of the participants’ points of view, INUEE had detrimental impacts on students’ and their parents’ educational, personal, and social life. From students’ perspective, INUEE had the most harmful impact on their physical and psychological well-being, and from parents’ vantage point, the most negative impacts of INUEE were on the economy of the family and their social activities and entertainments. The findings of the study provide further evidence of the consequential invalidity of such large-scale high-stakes tests and the negative consequences following them. Furthermore, the attested negative impacts of high-stakes large-scale testing on the test takers, their family members, and the educational systems jeopardize educational justice in general and the usefulness and fairness of such tests in particular.

Investigating the Effect of Metalinguistic Feedback on Improving Argumentative Writing Proficiency of Iranian High School Students

This study aimed to investigate the effectiveness of interactive metalinguistic feedback (IMF) on the Iranian middle school students’ ability in argumentative writing. In order to fulfill this purpose, a mixed method design was adopted. The participants of this study were selected based on multi-stage sampling procedure in which, first 5 middle school were selected among the 35 existing high schools in Varamin and then 6 classes were selected from these schools randomly. Finally, 40 EFL students were sampled from the classes as the main participants of this study. In order to collect the required data, two sets of instruments were employed. To collect the quantitative data, a proficiency test, a researcher made writing test, and a self-assessment questionnaire were utilized. In the quantitative phase of the study, before the starting of the treatment, the participants were divided into two groups i.e., Interactive Metalinguistic Feedback Group (IMFG) and Control Group (CG) which were give the writing test as pre-test to ensure the homogeneity of them in terms of initial writing ability. Then, a 12-session treatment was offered to examine the effect of the intervention. At the end of the treatment sessions, a post test of writing was given to the participants to determine the effectiveness of treatment. Furthermore, a self-assessment questionnaire was also administered to collect data on the students’ attitudes toward the integration of IMF in the learning process. For the purpose of gathering the qualitative data as the complimentary to the quantitative results, an interview accompanied by an observation was also conducted after the treatment. The findings of this study suggested that integration of IMF had significant impact on the development of argumentative writing ability among the EFL students. It was also found that the Iranian EFL students showed positive tendencies and attitudes toward the using IMF as a teaching procedure in the classroom. They also believed that IMF could potentially provide an opportunity for effective scaffolding; situated learning, meaning construction, social learning, and dialogic interaction.

THE CRITICAL DISCOURSE ANALYSIS OF GENDER REPRESENTATION IN ENGLISH TEXTBOOKS OF IRANIAN HIGH SCHOOLS:

The present study adopted an exploratory critical discourse analysis (CDA) approach to examine gender representation in Iranian government mandatory high school ELT textbooks using Fairclough model. Considering the model, female and male characters’ visibility, semantic, domestic, and social roles, activities, and pictorial representations in the textbooks were scrutinized. These factors were described, interpreted, and explained both qualitatively and quantitatively. Additionally, a semi-structured interview was conducted with 30 experienced high school educators and their responses were coded, scrutinized, and interpreted. The findings revealed the permanence of male dominance in the textbooks and that the gender bias in educational materials would have strong socio-cultural effects on students’ mind sets, future careers, and fields of study. The findings highlight the must to address gender inequalities as one of the most crucial socio-cultural concerns of Iran EFL educational textbooks.

Is vitamin D supplementation program in Iranian schools effective in reducing adolescent depressive symptoms? Cost effectiveness study

PurposeWe aimed to assess the cost-effectiveness of the vitamin D supplementation program in Iranian adolescents reducing adolescent depressive Symptoms.MethodsIn the current cost-effectiveness analysis, the viewpoint of Iran’s Ministry of Health was selected. The target population was 1,519,762 Iranian high school students (733,657 girls and 786,105 boys). The total costs of the vitamin D supplementations program were based on the reports of the Nutrition Improvement Office of Iran’s Ministry of Health and were adjusted to 2018. The variable of Quality-Adjusted Life Years (QALYs) was considered a suitable variable for estimating the effectiveness of vitamin D supplementation. We chose one year as the time horizon. A decision tree model was constructed in TreeAge Pro. The results of the cost-effectiveness analysis were reported in term of the Incremental Cost-Effectiveness Ratio (ICER).ResultsThe results of our study showed that the estimated cost per QALY gained of the vitamin D supplementation program is equal to 1528.6676 $, which indicates that vitamin D supplementation in adolescents(11-18Y) is a cost-effective and a dominant strategy in preventing depression through the cost-saving and QALYs increment compared to the no intervention. Sensitivity analysis showed that the possible variations in vitamin D supplement costs could not alter the results, and vitamin D supplementation may be a predominant and cost-effective strategy to prevent adulthood depression with a 100% probability.ConclusionThe national program of vitamin D supplementation among Iranian adolescents was a cost-efficient strategy reducing adolescent depressive Symptoms through the cost-saving and QALYs increment compared to the no intervention.