This study was carried out to investigate the roles of epistemic beliefs and writing self-efficacy in predicting second language writing anxiety among learners of English as a foreign language. To this end, three validated scales were distributed among 240 EFL students. They were asked to complete the questionnaires during their regular courses. A structural equation modeling approach was utilized to analyze the hypothesized SEM model and the causal paths among the constructs. The direct and indirect path analyses of the hypothesized (...) model indicated that EBs and WSE accounted for 43% of the variance in L2WA. Although both constructs had a significant effect on L2WA, EBs turned out to be a robust predictor of increasing L2WA. Notably, it was revealed that learners’ EBs directly and significantly influenced their L2WA. Besides, the results indicated that WSE had a unique effect in reducing L2WA. More precisely, students who had a higher level of EBs seemed to have a greater L2WA, and those who had a higher level of WSE experienced less L2WA. The findings of this explanatory study suggest that L2 teachers and material developers should pay serious attention to the Students’ cognitive and affective variables as they were known to be significant factors in influencing L2WA. (shrink)

Faroldi argues that deontic modals are hyperintensional and thus traditional modal logic cannot provide an appropriate formalization of deontic situations. To overcome this issue, we introduce novel justification logics as hyperintensional analogues to non-normal modal logics. We establish soundness and completness with respect to various models and we study the problem of realization.

At the time of his premature death at the age of forty-three, the written output of Ali Shariati was remarkable. He wrote in a variety of styles and forms and read extensively from vastly distinct literary traditions. While in recent years, Anglophone scholarship on his work has situated him rightfully among critical anticolonial thinkers such as Frantz Fanon, his contribution to a worldly reimagining of comparative literature has not received the same attention. This essay offers a framing of his work (...) within the field of comparative literature, with a particular focus on his adaptation of Dante’s Divine Comedy. By studying his mode of engagement with this canonical text, this essay provides an introductory analysis to the comparative literary practice of a towering Iranian intellectual. It can also serve as a model for a comparative literature practicum that privileges the work of a writer from the Global South. (shrink)

This article discusses the role of ethics as it relates to a student computer lab in a college setting. The use of the computer as a necessity for education provides the background for a sample case study involving a breach of ethical conduct. The technical and administrative solutions to the sample case are described. Proposed solutions to prevent future breaches of ethical conduct are presented along with justification for the proposed solutions.

This study investigated Iranian language students’ perception of and familiarity with plagiarism, their attitudes toward their professors regarding this issue, and their reasons for doing so. The participants were 122 undergraduate and graduate language students in Translation, Literature, TEFL, and Linguistics who filled out a validated and piloted questionnaire. Overall, the results indicated that students had different views about the definition of plagiarism and plagiarism was mostly perceived by students as using someone else’s words as if they were their own (...) rather than taking someone’s ideas without permission. It was also found that in their academic career, students mostly consider copying a completed assignment of their friend as an act of academic dishonesty. In addition, they mostly argued that professors at universities guess about who might have done plagiarism instead of checking it themselves and they used different strategies to detect plagiarism. The study also indicated that Iranian students had different reasons for plagiarism but they mostly plagiarize because of easiness of plagiarism. Finally, the results of the survey showed that the majority learned about plagiarism from their university professors. (shrink)

How can firms mitigate the impact of moral violations on consumer evaluations? This question has pervaded the business ethics literature. Though prior research has identified decoupling as a moral reasoning strategy where consumers separate moral judgments from evaluations, it is unclear what motivates individuals to decouple. It is the objective of this research to explore regulatory focus theory as a motivating factor for moral decoupling. Three experiments are undertaken. Study one demonstrates that with a prevention mindset as opposed to promotion (...) mindset, moral decoupling can be achieved. Specifically, those in a prevention mindset report more favorable evaluations when information about a violation explicitly lowers consequences of moral violations. However, when the violation is related to the business functionality of the brand, those in a prevention mindset report less favorable evaluations, except when consequences are lowered. This indicates an inability to decouple, and results in negative emotions. The research shows that inability to decouple for those in a prevention mindset leads to negative emotions, lowering evaluations. These results contribute to the moral reasoning literature by linking regulatory focus to decoupling strategies. Further, the research bridges literature on norm activation, moral foundation, regulatory focus, and moral decoupling to reconcile theoretical differences in judgment styles. Implications for businesses and brands are discussed. (shrink)

This study surveys one element of the government standards of conduct, named "Misuse of Position for Personal Gain", assesses the results, and compares various acquisition strategies to identify high risk procurement where individual misuse of position for personal gain may be more pervasive. It also provides a valuable historical summary of government standards of conduct. The study concludes with an assessment of enforcement mechanisms, or lack thereof, to ensure that government procurement is conducted in a manner which gains public trust (...) and confidence. (shrink)

dialectical frameworks have been introduced as a formalism for modeling argumentation allowing general logical satisfaction conditions and the relevant argument evaluation. Different criteria used to settle the acceptance of arguments are called semantics. Semantics of ADFs have so far mainly been defined based on the concept of admissibility. However, the notion of strongly admissible semantics studied for abstract argumentation frameworks has not yet been introduced for ADFs. In the current work we present the concept of strong admissibility of interpretations for (...) ADFs. Further, we show that strongly admissible interpretations of ADFs form a lattice with the grounded interpretation as the maximal element. We also present algorithms to answer the following decision problems: whether a given interpretation is a strongly admissible interpretation of a given ADF, and whether a given argument is strongly acceptable/deniable in a given interpretation of a given ADF. In addition, we show that the strongly admissible semantics of ADFs forms a proper generalization of the strongly admissible semantics of AFs. (shrink)

This study inspected the effect of Massive Open Online Course and flipped instruction on EFL learners’ foreign language speaking anxiety, foreign language learning motivation, and attitude toward English learning. To fulfill this objective, the Oxford Quick Placement Test was given to 160 Iranian EFL learners, of whom 120 upper-intermediate participants were chosen and divided into two experimental groups—MOOC and flipped —and one control group. After that, all selected participants were administered a speaking anxiety questionnaire and a motivation questionnaire as the (...) pre-test of the research. Then, one of the experimental groups received an online-based instruction via Skype: one conversation was instructed to this group online every session. The other experimental group received the treatment via flipped-based instruction. The audio files and the texts of the conversations were sent to this group via the WhatsApp application because they all had easy access to it. On the other hand, the control group did not receive any Internet-delivered treatment yet was trained through a face-to-face method. This process continued until the last session, and after the treatment period, the post-tests of speaking anxiety and motivation were given to all three groups to determine the effectiveness of the treatment. Moreover, two attitude questionnaires were administered to the experimental groups to examine their attitudes toward the MOOC and the flipped models of instructions. The findings of the One-way ANOVA test, Post-hoc Scheffe test, and paired samples t-test showed that there were significant differences between the post-test of the experimental groups and the control group. The results indicated that the experimental groups significantly outflanked the control group after the treatment. Lastly, the outcomes showed that participants in both experimental groups had positive attitudes toward technological-based instructional environments. (shrink)

This paper presents a justification counterpart for dyadic deontic logic, which is often argued to be better than Standard Deontic Logic at representing conditional and contrary-to-duty obligations, such as those exemplified by the notorious Chisholm’s puzzle. We consider the alethic-deontic system (E) and present the explicit version of this system (JE) by replacing the alethic Box-modality with proof terms and the dyadic deontic Circ-modality with justification terms. The explicit representation of strong factual detachment (SFD) is given and finally soundness and (...) completeness of the system (JE) with respect to basic models and preference models is established. (shrink)