This study examines the Qurʾān’s view towards gender and argues that all three masculine, feminine and egalitarian (gender-inclusive) discourses exist in its text, and that these discourses do not follow a simple and linear model but rather a nonlinear and complex one. It also provides evidence, showing that gender equality in the Qurʾān is achieved in two ways: firstly, through linguistic devices that are devoid of gender distinctions, and secondly, through concurrent use of masculine and feminine gender markers in one (...) context. The masculine discourse is, however, more prominent in the verses of this book and manifests itself to varying degrees in three ways: (1) in some verses, only masculine indicators are used but it can be inferred based on the (Taghlīb) principle that both men and women are the intended addressees; (2) in some verses, rules regarding women are stipulated, whilst men are, in fact, the main addressees and (3) in verses that state rules on reciprocal issues such as divorce and marriage but these rules are addressed to only men. The feminine discourse is also present in the Qurʾān and can be seen in verses that address women. Contribution: Revealing gender discourses in the Qurʾān requires not only a historical but also an integrative and holistic understanding of its text. This study attempts to identify the relation of the Qurʾān to the three gender discourses based on the linguistic elements of the text and their classification. (shrink)

Plagiarism has been on the rise amongst university students in recent decades. This study puts university teachers in the spotlight and investigates their role in raising students’ awareness about plagiarism. To that end, plagiarism policies in 207 Iranian university TEFL teachers’ syllabuses were analyzed. The researchers analyzed the syllabuses to find out if they contain a plagiarism policy, and if so, how the term is defined; whether they approach the issue of plagiarism directly; if they offer students any guidelines on (...) how to avoid plagiarism; and if the consequences of committing plagiarism are specified. The results indicated that the majority of the syllabuses (83.6%) lacked a plagiarism policy and those that did include a policy were often vague in their definition of the phenomenon. However, when there was a plagiarism policy in the syllabuses, the teachers tried to address the issue directly half of the time and offered students brief guidelines on how to avoid plagiaristic behavior, which was a small step in the right direction. It is recommended that other higher education institutions make it obligatory for their academic staff to include a plagiarism policy in their syllabuses if they wish to cultivate academic integrity in students. (shrink)

Positive psychology focuses on the constructive effects of positive emotions on human behavior. Considering the recent plethoric research on positive emotions and SLA, this study pursues two important aims. The first aim is to find out whether there is any significant disparity between EFL teachers' and learners' views on an inventory of positive psychology in language learning which was fostered by researchers. The second goal is to find out whether teachers' practices conform to their views on IPPLL and those expressed (...) in the interview which was conducted with them. To this end, a 54-item questionnaire was developed and the revised questionnaire was administered to 385 learners. The results indicated that the teachers, in comparison with the learners, scored higher on all categories of the IPPLL. Moreover, unlike what they had expressed on the questionnaire and in the interview, the teachers did not capitalize on positive emotions as evinced in both teachers' practice and learners' experience with learning English. Implications of the findings for teacher education courses are presented. (shrink)