---

In spite of the potential merit of technology-enhanced education in offering an innovative educational game in the arena of English teaching and learning, they have not garnered much momentum in terms of practical research, particularly in ELT speaking domain and their potential role in the Covid-19 pandemic and post-pandemic eras. This constitutes a substantial gap in the extant corpus of literature, which will be addressed in the current study by exploring the short- and long-term impacts of immersive virtual reality  and space team ESL games on the speaking abilities of Iranian EFL learners. To this light, 54 basic EFL students from private language institutions in Urmia were selected through convenience sampling and an intact group design. Three classes were randomly exposed to two treatments, encompassing virtual reality, space team, and a control group receiving traditional instruction. The participants were pre-tested with the IELTS speaking test before receiving the treatment, and the same instrument was utilized for post-tests and delayed post-tests. In contrast to the traditional group, the results demonstrated that both immersive virtual reality and space team games enhanced students' short- and long-term oral performance. The findings of this study could be well-regarded as an important proposal for considering game-based instruction as an integral component of ELT classrooms and a technique for promoting language proficiency in non-native contexts.In spite of the potential merit of technology-enhanced education in offering an innovative educational game in the arena of English teaching and learning, they have not garnered much momentum in terms of practical research, particularly in ELT speaking domain and their potential role in the Covid-19 pandemic and post-pandemic eras. This constitutes a substantial gap in the extant corpus of literature, which will be addressed in the current study by exploring the short- and long-term impacts of immersive virtual reality  and space team ESL games on the speaking abilities of Iranian EFL learners. To this light, 54 basic EFL students from private language institutions in Urmia were selected through convenience sampling and an intact group design. Three classes were randomly exposed to two treatments, encompassing virtual reality, space team, and a control group receiving traditional instruction. The participants were pre-tested with the IELTS speaking test before receiving the treatment, and the same instrument was utilized for post-tests and delayed post-tests. In contrast to the traditional group, the results demonstrated that both immersive virtual reality and space team games enhanced students' short- and long-term oral performance. The findings of this study could be well-regarded as an important proposal for considering game-based instruction as an integral component of ELT classrooms and a technique for promoting language proficiency in non-native contexts.
 

---

In this study, Virtual Reality (VR) was employed in an English course intended to promote oral presentation skills in Iranian academia, and the possible impact of the course on learners’ self-efficacy regarding presenting, Foreign Language Anxiety (FLA), and speaking skills was investigated. Eight participants attended a 6-session course, and practiced academic oral presentation in a virtually simulated environment. Prior to the course, semi-structured interviews were administered; in addition, participants’ weekly reflection notes and self-assessments were gathered throughout the course. Moreover, post-course semi-structured interviews and written follow-up interviews were conducted afterward. The findings revealed that the learners reported higher levels of self-efficacy regarding presenting after the course, due to a perceived improvement in their presenting style, as well as their presentation content and slides. Additionally, the course had contributed to lowering the learners’ FLA due to presence in the Immersive Learning Environment (ILE), ample practice opportunities, and collaborative avatar interactions. Moreover, the learners mentioned that the course had helped them to improve their speaking skills due to academic vocabulary expansion, pronunciation enhancement, fluency upgrade, and grammatical adjustment. The findings can provide insights for language educators with regard to the use of virtual reality for simultaneously fostering language and academic skills, as well as facilitating internationalization in higher education.

---

Surrealism has had a great influence on the modern poetry in Iran. Spacementalism (Hajm-geraii) was influenced more than any other poem by surrealism. This style of poetry in Iran was founded by Yadu'llah Royaee. The purpose of this paper̦ is to study Spacementalism (Sheˊre Hajm) according to the Surrealism School. This article tried to prove that the poem (Hajm) is a form of Persian surrealism. Picture, language, music and thought in Sheˊre Hajm have been studied. At the beginning of this article, we briefly discuss the surrealism movement. Then, the history and the statement of Spacementalism are death with. Common characteristics of surrealism and poetry are also considered in this paper. In Hajm Poem, we see paradoxical images, ambiguous language and defamiliarization; the same features are observable in surrealism. These issues are documented in this article.  

---

This paper is based on an interpretive ethnography conducted in a public organization ("Edareh"). This paper attempts to achieve some part of the ethnography’s goal to describe how "ideal worker" is socially constructed by the different organization’s stakeholders (managers and employees), so as to stay and to be “advantaged". This goes through the light of analyzing the two key events, that is to say "management changes" and "layoff". At first, drawing on Schneider and Ingram framework, the characteristics of “ideal worker” construct from new managers’ view, their sense making of the employees with this framework and trying to move into the full realization of the construct is expressed. Then, based on social construction efforts on the part of employees, their struggles to stay, to not being fired, and even to get promoted - intended to changing and modifying the new manager’s “ideal worker” construct - is described in the form of a manifesto for staying in “Edareh”.        

---

---

Aims: How to design spaces in cities can have different effects on citizens. The objectives of this study can be to examine the impact of biophilic urban space on the stress of people.
Methods: The research method is quasi-experimental. The statistical population of the study consists of 20 bachelor and master students in the field of architecture and urban planning at Tabriz University of Islamic Arts in the academic year 1400. First, students' health was identified using a call announcement and a demographic questionnaire, and these individuals were quantified for stress with the help of a smart wristband while viewing images of biophilic and non-biophilic urban spaces with the help of virtual reality glasses.
Findings: Analysis of the results shows that the average change in stress of individuals while viewing non-biophilic images was approximately 5/2 units higher than biophilic ones in the second minute. p-Value is significant between individuals with education in biophilic state and rest in 1 minute and non-biophilic in 2 minutes. The difference between stress number in non-biophilic state and biophilic in 2 minutes is significant (p-value = 023/0) and shows the positive effect of biophilic approach on reducing stress that this efficiency can be considered in the design of future urban spaces.
Conclusion: Special attention of urban designers on the structure of spaces and the use of extraction measures from the biophilic model in different scales cause the design or organization of spaces that significantly reduce the stress of people living in cities

---

This study intends to investigate verisimilitude techniques and provisions in early Persian novels. In order to do this, various techniques of verisimilitude deployed in novels written from 1300 to 1320 (1920-1940) are extracted and categorized. Then the rationale behind this usage and their relation to the conventions and presuppositions of the novel on one hand, and the social context of that period on the other hand, are analyzed. The authors of that period have vouched for the reality of the events of the stories from authentification narrative strategies and at time, quite directly, presented some viewpoints concerning the relation of the novels’ content to reality, asserting those events as the reiteration of objective realities. Insistence on rendering the events of the novel as reality has its roots in the embryonic nature of this medium, belief in pedagogical function of the novel, prejudices against this new medium, and the intellectuals’ belligerent stance on it.

---

Interest and attention to literary theories such as structuralism, modern hermeneutic, genealogy etc is to the extent these days that a large number of contemporary literary articles and researches take into account one of these theories. These can be traced even in articles and works of traditional teachers (not only the works of young researchers).
Although such attention to these theories cannot be without a reason, however, their applications have always not helped to resolve problems and on a number of occasions it was found that what must have been a cure, turned to be a pain itself. It seems that the actual reason of the attention to those theories is their strength and capacity highlight a hidden angle that could not be shown by traditional approaches i.e. the approaches of great personalities like Minavi. Ghazvini, Iqbal. However, various reasons that caused the application of these theories are not only proved unprofitable rather these are pains themselves along with other pains. These reasons include: a) lack of exact and correct identification of theories, b) heedless to historical and cultural bed where these
theories grew and took shapes, c) ignoring realities, d) incorrect selection of theories (theories are diverse and plenty hence, one cannot seek profit applying one theory for every topic) and e) weakness in composition of theories

---

The study of insect morphology has recently benefited greatly from the emergence of new digital imaging and analysis technologies such as X-ray Micro-computed tomography (μ-CT), digital 3D reconstruction, and animation. Through interactive gaming and virtual reality, the external morphology of insects can be studied by a broad audience of both entomologists and non-specialists. EntomonVR is a serious game designed to investigate the external morphology of insects with adequate quality for the virtual reality platform. In this research, we discuss the advantages of virtual reality, introduce the EntomonVR new educational game, and conclude about future perspectives, validations, and cost-effectiveness. We tested this game on 25 participants with an entomological background for assessment and improved it based on their feedback. This study demonstrates the efficacy of virtual reality technology for an experimental learning environment in teaching the morphology of insects and the crucial need for advancing an efficient and interactive educational program.

---

This article has been written on the basis of critical rationality. The main purpose of the article is formulation of a epistemic apparatus for Solving Scientific Problem. Initially, the paper has posed methodological problems, then responsed to two methodological questions: “How scientific problem, is”and “How problem- finding can be done”. In response to the first questions, two kinds of problems have been distincted: social problem and theoretical problem. In response to the second question, the sources of the problems have been discussed. Source of theoretical problem is scientific knowledge and criticism from theory. Social problem arises from social reality that in a given situation leads to a problem and further creates crises in the existing system. In continuation, the logic of solving scientific problem has been formulated on the basis of two kinds of reasonings: rational reasoning and experimental reasoning. Rational reasoning is a tentative solution of the problem. This solution may be true and false. Experimental reasoning is a justifier of the rational reasoning. These two kinds of reasonings are based on the method of trial and error. This scientific approach was applied to solve democratization problem in Iran, therefore, this article has both theoretical and practical dimensions.

---

Aims: Teaching infection prevention and control to millennial nursing students is a challenge. This study aimed to develop a virtual reality head-mounted display to teach millennial nursing students about infection prevention and control related to catheter-associated urinary tract infections.
Instrument & Methods: This study used the analysis, design, development, implementation, and evaluation (ADDIE) model. Using the User Experience Questionnaire (UEQ), 115 nursing students at the College of Health Sciences at Karsa Husada Garut, West Java Province, Indonesia selected using purposive sampling, were evaluated. The data obtained were analyzed with UEQ Data Analysis Tool version 10.
Findings: The designed program showed excellent attractiveness, clarity, efficiency, accuracy, stimulation, and novelty, with mean values of 2.26 (95%CI: 2.162-2.362), 2.30 (95%CI: 2.167-2.425), 1.89 (95%CI: 1.646-2.139), 1.88 (95%CI: 1.536-2.225), 1.72 (95%CI: 1.304-2.127), and 1.61 (95%CI: 1.225-1.990), respectively.
Conclusions: The infection prevention and control program on the virtual reality display is excellent in terms of attractiveness, clarity, efficiency, accuracy, stimulation, and novelty, making it suitable for millennial nursing students.

---

This study made an attempt to investigate the impacts of Virtual Reality on  Iranian young Foreign Language learners’ pronunciation, aged between 6 to 12 years (Low-intermediate Level) in Tehran, Iran. To this aim, after taking a pronunciation pre-test through Speech ace Browser, 18 students participated in the study and  were divided into two groups in order to be controlled better in their performance. The Virtual Reality Game (VR Games) given by a teacher was designed with a humanoid robot in virtual environments  and all of the pronunciation items were measured in words consisting of vowel /ɪ/ and /i/ and vowel /ʊ/ and /u/. The researchers taught learners the items in 10 ninety-minute-long sessions (twice a week) through the VR games and helped them learn efficaciously the items by different pronunciation activities. Finally, the researchers administered the post-test and the paired-samples t-test was conducted to examine a potential relationship between the pretest and the posttest of the group. The findings of the study showed that there was a significant relationship between these two times of testing. Overall, the results revealed that VR has been very influential and useful in creating an efficient and pleasurable English learning environment. This study has some implications for technology-based education and language teaching through educational games

 
1. Introduction
During the past years, communication is addressed as an essential goal in language learning and teaching (Cook, 2016). Although communication is an end for every teacher and learner in native and non-native contexts, there are various amount of challenges in the path of language learning (Cohen, 2014). As previous studies have mentioned the role of meaningfull communication in language conversations and face to face interactions (Ali, 2016; Burgess & Spencer, 2000; Cook, 2016), teachers and learners are trying to find a way to create meaningful and understandable way of communication (Al-Zayed, 2017; Cruttenden, 2014). As Al-Zayed (2017) maintained, one of the factors of meaningful communication can be the result of the combination between vocabulary knowledge and appropriate level of pronunciation. Therefore, pronunciation can be identified as a challenging component for language learners all around the world especially in non-native countries (EFL/ESL). In other words, pronunciation is ignored during past years by many teachers and learners because teaching and mastery of it can be recognized as a complex and hard task (Cook, 2016). Moreover, non-native countries experience lack of access to native-like pronunciation and corrective feedbacks from native speakers and listeners. In other side, with the advancement of technology and advancement in computer assisted language learning (CALL) programs in language education, creating immersive and virtual environments come true for language learners and teachers to be placed in these environments (Chik, 2014; Chiu, 2017; Lawrence & Ahmed, 2020). To explain it clear, virtual reality assisted language learning can be introduced as an appropriate way for teachers and learners to teach and learn pronunciation beucause these virtual environments can make the language learning experience in virtual or immersive way.
Based on the mentioned problems in pronunciation in language education and improvement in CALL, this study tried to investigate the impacts of VR based pronunciation training in terms of VRAPT (Virtual Reality Assisted Pronunciation Training) for the first time in related literature. In line with this goal, following research question was raised by researchers to examine whether VRAPT can improve the pronunciation of young EFL learners.
Research Question
 Does VR have any significant impact on the pronunciation of young EFL learners (from pre-test to post-test)?
 
2. Literature Review
2.1. Pronunciation Training through Technologies (From Computer to Virtual Environments)
After the advent of using computers, computer softwares, as well as mobile applications for language teaching, researchers and linguists have succeeded in incorporating humanoid robots into the realm of teaching of English  or   Robot-Assisted Language Learning (Alemi, Meghdari & Ghazisaeidi, 2014). These robots can influence the many aspects of linguistics or even  psychology by teaching a language. For example, Alemi, Meghdari, Ghazisaedy (2015) with the use of a humanoid robot as a teaching assistant  in teaching English assessed the level of anxiety and attitude of about 46 female students in English language classes. The result indicated that the use of a robot in the classroom could be very entertaining and enhanced learning more effectively.
VRALL is combination of virtual reality and robot assisted language learning. In fact, linguists use this technology to create virtual and unrealistic environments similar to lessons and training environments (Lin & Lan, 2015).
What is considered as VRAPT in this study is type of classroom in which VR technologies assisted as teacher assistant to improve the EFL learners’ pronunciation.
 
3. Methodology
In order to conduct the current study, the following steps were undertaken.
Pre-test Phase
At the outset of the study, given the fact that the pronunciation variable was assumed to be dynamic and uncontrollable, All the students’(18 girls and boys) initial mastery over pronunciation was measured. This was done through speech recognition browser (SpeechAce) in two categories of vowel /ɪ/ and /i/ and vowel /ʊ/ and /u/ in simple words and sentences with the aim of being close to the native tune-up. Additionally, after collecting this information, the needs and level of the participants were examined through the percentage of native-like pronunciation that the software gave to the researcher; therefore their level was determined for the game because this sounds absolutely essential and games should fit with the proficiency level of learners. The children were monitored by the teacher and the game specialist at Sharif University of Technology and  their pronunciation was continually recorded.
Treatment Phase
In the VR group, students were able to play 10 sessions of ninety minutes with virtual reality and a game designed for this type of training. The beginning of each session, new topics were taught by the teacher and then a game or practice of virtual reality was used. During these sessions, learners were able to learn the pronunciation of different words from different  scenarios such as hobbies, colors, fruits, jobs, sports, body parts, toys, jobs, animals, foods, and birthday, etc where each scenario was specifically designed and created in a fully 3D environment.
Post-test Phase
After presenting the class and receiving 10 ninety-minute-long sessions, the participating learners were tested again through the Speech ace Software to collect the posttest information, and then the results were compared.
 
4. Results
In order to achieve the purpose of the study,  first descriptive statistics was run as shown in Table 1.The students in the posttest (M = 6.01, SD = 1.08) had a better performance, as against that of theirs in the pretest (M = 3.64, SD = .81).

Table 1. Descriptive statistics of two testing times of students ( N= 18 )
		Mean	N	Std. Deviation	Std. Error Mean
VRAPT	Pretest	3.64	18.00	0.81	0.19
	Posttest	6.01	18.00	1.08	0.25

 
Moreover, the paired-samples t-tests was run as shown in Table 2 which indicated that there was a significant difference between pretest and posttest of students, t (17) = -13.41, p = .00, with the Cohen’s effect size value being 2.47, which can be considered as a very high effect size.
 

Table 2. Paired-Samples t-test
		Paired Differences				t	df	Sig. (2-tailed)
		Mean	Std. Deviation	95% Confidence Interval of the Difference
				Lower	Upper
	Pretest and Posttest	-2.37	.75	-2.75	-2.00	-13.41	17.00	.00

 
The results from the pretest to the posttest revealed that there was a significant difference between the gains of  these students in terms of pronunciation.This efficiency could be attributed to different factors like ‘authenticity’, ‘motivation’ and ‘repetition’. Therefore, VR had the potency to inspire and motivate the participants in order to perform better in pronunciation and they could have better performance in communication. Based on this, VR can make the path of meaningful communication shorter and can be used in language classrooms to help teachers and learners

---

Aims: The development of virtual reality is increasingly vital in the field of education, aligning with the current digital era. It aims to cater to students’ preferences, enhancing their interest in education by offering a comfortable and immersive digital experience. The growth of virtual reality-based educational tools in the digital age is significantly influenced by technological advancements that affect students’ engagement in learning. Therefore, utilizing virtual reality as an instructional medium to enhance student learning outcomes represents a substantial and positive contribution to the educational process. This research aimed to develop multimedia learning based on digital VR to enhance students’ skills in delivery service.
Instrument & Methods: This descriptive study employed the research and development approach and followed the Analysis, Design, Development, Implementation, and Evaluation development model (ADDIE), which includes analysis, design, development, implementation, and evaluation stages. The subjects were 53 third-semester students from the DIII Midwifery Study Program. Data collection techniques included observation, questionnaire distribution, and testing. All data analyses were performed using SPSS 16.0.
Findings: Virtual reality was successfully transformed into an effective learning medium. Both material experts (89%) and media experts (90%) agreed on the suitability of this medium for educational purposes. Furthermore, students’ learning outcomes showed significant improvement after undergoing virtual reality-based training in childbirth assistance.
Conclusion: Virtual reality media is a fitting and efficient tool for enhancing student learning outcomes.
 

---

Aims: Diabetic ulcers are chronic, open wounds that penetrate through the skin’s outer layer into the deeper dermal tissue. This research aimed to discover how augmented reality media and Animaker affect non-ulcer foot care behavior among people with type 2 diabetes, specifically regarding foot care education.
Materials & Methods: This quasi-experimental study employed a pre-test-post-test design with a control group and was conducted on 44 participants. The subjects were divided into three groups, including the intervention group (augmented reality+Animaker), positive control group 1 (augmented reality), and positive control group 2 (Animaker). Data were collected using observation sheets and questionnaires, and analyzed by the Wilcoxon signed-rank and Kruskal-Wallis tests at a significance level of ≤0.05.
Findings: The post-test knowledge, attitude, and behavior scores increased in the intervention group, positive control group 1, and positive control group 2. Also, disparities were found in the effectiveness of enhancing knowledge (p=0.047), attitudes (p=0.022), and behavior (p=0.037) among the combined media of augmented reality+Animaker, augmented reality, and Animaker.
Conclusion: The use of AR media, Animaker, or a combination of both increases knowledge, attitudes, and behavior toward treating diabetic foot ulcers.

---

Aim: This study investigates the impact of Virtual Reality (VR)-based health education on preventing Gestational Diabetes Mellitus (GDM) among first-trimester pregnant women in South Kalimantan, Indonesia.
Methods: A pre-experimental one-group pre-post test design was utilized, involving 120 respondents selected through accidental sampling. Participants completed a structured questionnaire developed to assess their knowledge regarding GDM prevention. The questionnaire underwent a validation process involving expert reviews and a pilot test with 30 participants, resulting in a content validity index (CVI) of 0.85, indicating strong agreement among experts. Data analysis was performed using SPSS 21.0, employing the Wilcoxon signed-rank test at a significance level of α = 0.05.
Findings: The results demonstrated a significant improvement in knowledge levels post-intervention. The mean knowledge score increased from 12.5 (±3.2) before the intervention to 18.7 (±2.9) after the intervention, reflecting a percentage increase of 49.6%. The Wilcoxon test yielded a p-value of 0.000, and the effect size was calculated to be 1.56, indicating a large effect of the VR-based health education on improving knowledge about GDM prevention among participants.
Conclusion: This study highlights the effectiveness of VR-based health education as an innovative tool for enhancing knowledge regarding GDM prevention in first-trimester pregnant women. The significant increase in mean scores and large effect size underscores its potential in maternal health education strategies. Future research should focus on long-term impacts and explore the scalability of VR interventions across diverse populations, while also ensuring comprehensive validation of educational instruments used in such studies
 

---

Simulation in the new generations of games has paved the way for employing flipped classes. Given the significance of learning English for Specific Purposes (ESP), this complementarity study with a full-factorial design using Augmented Reality- (AR)-mediated English for Nursing Purposes (ENP) classrooms was administered in the fall semester of the academic years 2019-2020. This way, 240 (from among 249) male (n=89) and female (n=151) students from Medical University of Isfahan were selected and randomly divided into Commercially-Off-the-Shelf (COTS) sets with interdisciplinary and disciplinary circles to learn ENP listening and reading comprehension in homogeneous and heterogeneous make-up. The data were collected through a questionnaire, continuous assessment, journaling, real-world assessment, and an interview. The gathered data were analyzed descriptively and inferentially through repeated measures ANOVA, which, in turn revealed that AR-mediated ENP Learning (AAEL) led into students' comprehension and outperformance in both instructional-learning and professional contexts. Along these lines, practicing ENP reading and listening via self-made AR-assisted activities in interdisciplinary circles with heterogeneous make-up facilitated students’ progress and performance. Accordingly, it can be argued that educational stakeholders have been inspired by and shaped the EdTech-assisted scenarios. The findings can be tapped into for developing new language curricula in higher education.

1. Introduction
With the extensive use of mobile technology in higher education studies, namely mobile learning or m-learning, diversified language learning applications (apps) based on m-learning are emerging in the instructional-learning settings. Among these new apps, the belonging together of the various sights of the augmented reality games through simulation allows the students to move toward understanding of the world. The main goal of this complementarity study with self-explanatory sequential mixed-methods was to explore the practicality of augmented reality game-mediated modules for supporting and easing the learning process of English receptive skills in medical higher education. In addition, this study explored the perceived learning outcomes of augmented reality game-mediated modules in English for nursing purposes classrooms of medical universities.
Research Question(s)
The main research question of this study can be formulated as follows:
To what extent do the augmented reality game-mediated tasks facilitate students’ English for nursing purposes skills learning?

2. Literature Review
The theoretical framework of this study follows the cognitive load theory for game-mediated learning (Taşçı & Titrek, 2020) that underlines the interactivity of practice for learning through the simulated chapters of the new generations of games.

3. Methodology
 The participants were selected from among the male (N = 89) and female (N = 151) students (N = 240) through random sampling using the design of experiments. They were students of nursing, operating room, and midwifery who took the obligatory two-credit courses of English for nursing purposes in the academic years 2020-2021 at the Isfahan University of medical sciences. To assess the participants’ English proficiency levels, they took part in a test of Ministry Health Language Examination (MHLE). In this way, they were randomly divided into two groups of ready-made and self-generated augmented reality games to practice and learn the reading and listening skills of English for nursing purposes in the disciplinary and interdisciplinary bands. While in the disciplinary bands the participants from the same academic discipline practiced the content materials, in the interdisciplinary bands the participants from different academic disciplines practiced the materials. In so doing, initially, the participants’ attitudes towards mobile-game-based learning was solocited.18 online instruction sessions were carried out through Adobe Connect. Meanwhile, the participants’ reading and listening skills were assessed continuously from 0-20 scores. In tandem, the researchers wrote the journals during the course. Six weeks after the very final sessions of the course, the participants’ professional receptive skills were assessed in the healthcare fields. Finally, to solicit the participants’ views regarding learning English for nursing purposes skills through the medium of the augmented reality game-mediated tasks in the disciplinary and interdisciplinary bands, an interview session was conducted. The gathered data from the assessment of the participants during the course were analyzed through the mixed effect models. The researchers’ journals and the participants’ responses to the interview questions were conventionally content analyzed through MAXQDA 2020.

4. Results
The results revealed that augmented reality game-mediated English for nursing purposes learning led into students’ comprehension and outperformance in both instructional-learning and professional settings. The analysis of qualitative data indicated that the participants applied different strategies during the study. Most frequently cited were cognitive and support strategies with addressing the (academic and professional) need (e.g., adopting proactive role, vicarious learning).
Practicing English for nursing purposes reading and listening skills via self-generated augmented reality game-mediated tasks in interdisciplinary bands facilitated students’ progress and performance. Accordingly, it can be argued that educational stakeholders have been inspired by and shaped the educational technology-mediated scenarios. The findings can be tapped into for developing new language curricula in medical higher education.
Another important finding was that easy addressing the needs was linked to the facilitative effects of peers' supports. Helping each other to address the comprehension needs, and particularly patients' needs, may therefore be beneficial. Fostering a supportive social and psychological instructional-learning context was perceived by students as important for facilitating comprehension.
 

---

Received: 25 July 2021 Received in revised form: 9 November 2021     Accepted: 2 December 2021

The tradition of mystic biography writing, with the writing of two forms of collective and personal identification, is the continuation of Islamic historiography, which uses the tradition of documenting and objectifying the science of hadith to validate itself and creates facts about mystics or mystics. From an epistemological point of view, the construction of the mentioned reality is the result of the selection and selection of the author-narrator or narrators who represent it based on special epistemology or ideological attachments. This point is especially noticeable in personal ID cards due to the density of events and details. One of these tazkirahs is Manaqib al-Arifin Aflaki, which was written about Mowlavi and his entourage. In this article, the narrative-discursive validity of the reality created by Aflaki in representing the events of Mowlvi's life has been implied and interpreted in a descriptive-analytical way. The theoretical basis of the research is the opinions of some experts in social semiotics and critical discourse analysis, whose implications have been explained from both quantitative and qualitative perspectives. The result showed that the author-narrator documents and believable from a quantitative point of view some of his created facts by using the four modality categories of numbers, emphasis, narrative frequency and narrative continuity with high causality. From a qualitative point of view, first of all, based on relying on the narrator-focusing cognitive tools, such as the sense of sight, hearing and touch, which indicate the perceiver's "here" and "now", some other events are objective and tangible. Then, with legitimizing methods such as referring to the holy system, referring to the Sunnah, rationalizing and exaggerating another part of them, it is documented and real.

1. Introduction
Mystical biography writing and recording the lives and sayings of parents and mystics is one of
the most important genres in the history of mystical literature because of its special role in our cultural and social past. History was very important for the Muslims of the early Islamic period and historiography was born in the shadow of  Scholars of hadith science , which means collecting, editing and interpreting the reports related to the words and behavior of the Prophet and examining its narrators, had become the main activity and standard of Islamic scholars, and in a more general view, documents became a principle for organizing Education had become science of hadith was one of the methods of criticism that classified both hadith narrators into categories such as reliable, acceptable, and weak, as well as the text of hadith (Robinson, 2012, p. 166). Documents provide the possibility of controlling obvious forgeries and historical anomalies and verifying the authenticity and inauthenticity of hadiths. Accuracy in documents, quoting the news with credit from the compiler, allows the reader to know that what is being said is not just a story. In order to understand the emergence of the tradition of Muslim historiography, it is especially important to pay attention to the prominent story aspect of the written narrative, whether it is real or not. The two key words in this context are "hadith" and "news", the current construction of both of which means reporting. It is necessary to remember that Islamic historiography gradually freed itself from the sensitivities of the hadith scholars and the third century is the beginning of the flowering of Muslim classification.
The tradition of classification, which was popularized as a form of history writing, attracted the attention of Sufists and mystics, and under all religions, a narrative was usually formed in order to describe the early faces of the religion, the way of religion and conduct. Show the elders of the religion and set an example for the religion of Islam. The classification of mystics and mystics can be divided into two groups, collective and private, from the point of view of the degree of inclusion of the people under discussion. Collective tazkira books represent the life of a large number of mystics and mystics, and private tazkira is specifically about a Sufi or mystic. The book Manaqib al-Arifin by Shamsuddin Ahmad Aflaki (died 761 A.H.) is one of the exclusive tazkirehs in the biographies of Baha Wold, Maulana and his companions. The book is in ten chapters.
Aflaki started the book at the request of Molavi's grandson and his successor, Amir Arif in 718 AH and finished it in 754 AH.

2. Methodology
Biographies are written with different mechanisms and mystical notes play a significant role in creating the reality or realities of the life of mystics. Facts are created in tazkirehs and tazkireh reports are a form of mystical narration, the degree of objectivity and reality depends on the vision of the tazkireh writers. In this article, the narrative-discursive validity of the reality created by Molavi in Manaqib al-Arifin Aflaki has been identified and interpreted in a descriptive-analytical way and a narrative-discourse approach in the form of the following two questions: 1) Quantitative implications of validating the reality created by Aflaki Which was about Maulvi? How has the author-narrator represented them? 2) How are the levels of qualitative accreditation to the reality created by Aflaki regarding Molavi and its documentary supports arranged in the text?

3. Results
In this article, the result of narrative narrative-discourse explanation of Aflaki's constructed reality in Manaqib al-Arifin is described and analyzed from two qualitative and quantitative perspectives as follows:
The quantitative view of denotation indicates that the author-narrator tries to present the facts with high causality or majoritarianism by tending to four categories of modality or aspect such as numbers, emphasis, narrative frequency and narrative continuity. to mark vocabulary and narration to attract the audience-listener's opinion and make the reality believable for him. At the lexical level, these modalities sometimes serve to confirm and stabilize the represented reality, sometimes by mentioning precise numbers, sometimes in an approximate form representing the majority, sometimes with maximum emphatic adverbs. In addition to this, at the narrative level, the author relies on the frequency of the narrative and the repetition of the event that happened twice or more, or based on the continuity modality of the narrative, which provides a large space of time and space for the representation of the event and shows the constructed reality in a prominent way.
From a qualitative point of view, the author-narrator on the same level by mentioning the perceptive-sensual tools of the narrator-focalizer such as the sense of sight, hearing and touch which indicates his "now" and "here", shows the distance of the perceiver with the event, and some of It makes the facts tangible and objective. Then, on another level, it documents some other fabricated facts by relying on the sources of turning power into authority or legitimizing supports such as citing the holy system, referring to the Sunnah, rationalization, and splendour. With this description, the author-narrator of Manaqib al-Arifin organizes and stabilizes the validity of his created reality about Maulavi and the life around him from a narrative-discourse point of view - not necessarily moral.

---

The companies’ registration system is considered as the beginning of the emergence of modern company law in legal systems and its evolution has a fundamental role in the evolution and development of this legal field. Western systems have realized this fundamental role, and for this reason, today the companies’ registration mechanism offers the most complete function to prove the identity and decelerate the status of the companies. However, in Iranian law, the companies’ registration system should be considered a failed system that contains baseless formalities and lacks the necessary efficiency. A subject that according to the unity and integration of the modern company law in the framework of the need for the same regulations in different legal systems, should be considered in the difference between the interpretations of the doctrine of company law in Iranian and Western law. Based on this, the question arises as to what is the relationship between the interpretations of the doctrine of company law in the West and the development of the registration system on the one hand and on the other hand the interpretations of the doctrine of corporate law in Iran and the weakness of the registration system. This research in the framework of library information collection method and descriptive-analytical research method, by proposing three theories of Formalism, The reality of legal personality and Company enterprise, provides interpretations of them in the Western and Iranian company law and seeks to prove a direct relationship between these interpretations and the type of realized system of companies registration - from the perspective of strength and weakness - in Western and Iranian legal systems. Finally, suggestions have been made to counter these interpretations within the framework of the rules and regulations in Iranian law.

---

In order to study the formation of human’s perception, it is significant to determine what reconstructive reality perception is, how they are formed, and what are their positions in the categorization of intelligibilities and in the analysis and reconstruction of social theory. Relations between human beings and the ones between human beings and their surroundings fall under the category of reconstructive reality; therefore, it is important to understand what reconstructive realities are and how they can be reconstructed and ranked based on Allameh Tabatabai’s philosophy. Employing the descriptive analytical method, the present study focuses on the analysis of reconstructive reality perception in his philosophy, through which, moral and social systems can be shaped. Social theory does not discuss the truth of existence, instead, sheds light on the realm of accident. By introducing the reconstructive reality theory, Allameh Tabatabai links the scope of philosophy and wisdom in the Islamic tradition to the issues and possibilities of occurrence – and in the ratio of reconstructive reality that man provides. Assuming the power of human credibility, he introduces an abstract concept called society in his philosophy, and, in this sense, he creates a link between philosophy and sociology that has not been studied by many scholars. Society has not been seen as a real credible issue among Islamic philosophers. However, Allameh Tabatabai does not consider society as a truth rather speaks of it as a reconstructive reality perception, and this can be a turning point in the discussion of alternative social sciences.