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This paper contains datasets related to the “Efficient Deep Learning Models for Categorizing Chenopodiaceae in the wild” (Heidary-Sharifabad et al., 2021). There are about 1500 species of Chenopodiaceae that are spread worldwide and often are ecologically important. Biodiversity conservation of these species is critical due to the destructive effects of human activities on them. For this purpose, identification and surveillance of Chenopodiaceae species in their natural habitat are necessary and can be facilitated by deep learning. The feasibility of applying deep learning algorithms to identify Chenopodiaceae species depends on access to the appropriate relevant dataset.Therefore, ACHENY dataset was collected from natural habitats of different bushes of Chenopodiaceae species, in real-world conditions from desert and semi-desert areas of the Yazd province of IRAN. This imbalanced dataset is compiled of 27,030 RGB color images from 30 Chenopodiaceae species, each species 300-1461 images. Imaging is performed from multiple bushes for each species, with different camera-to-target distances, viewpoints, angles, and natural sunlight in November and December. The collected images are not pre-processed, only are resized to 224 × 224 dimensions which can be used on some of the successful deep learning models and then were grouped into their respective class. The images in each class are separated by 10% for testing, 18% for validation, and 72% for training. Test images are often manually selected from plant bushes different from the training set. Then training and validation images are randomly separated from the remaining images in each category. The small-sized images with 64 × 64 dimensions also are included in ACHENY which can be used on some other deep models.

This paper contains datasets related to the “An efficient deep learning model for cultivar identification of a pistachio tree” [1]. There are about 11 species of pistachio that often have a high commercial and economic value in Iran and United States. The ability to identify pistachio tree cultivars, due to differences in the characteristics/traits of these species, is crucial for harvest the optimal yields, cost reduction, and damage prevention. For this purpose, identification of pistachio tree cultivars in their natural habitat is necessary. The cultivar identification relying on its appearance is a challenging vision task and can be facilitated by deep learning. The feasibility of applying deep learning algorithms to identify Pistachio tree cultivars depends on access to the appropriate relevant dataset.Therefore, ICPTC dataset was collected from natural habitats of different trees of Pistachio cultivars, in real-world conditions from pistachio orchard farms of Chah-Afzal region in Ardakan County, Yazd, Iran. This imbalanced dataset is compiled of 526 RGB color images from 4 Pistachio tree cultivars, each cultivar 109-171 images. The tree of Iranian commercial pistachio cultivars, with names like Jumbo (Kalle-Ghuchi), Long (Ahmad-Aghaei), Round (O'hadi), and Super-long (Akbari) have distinctive branch expansion, leaf patterns, leaf shapes and colors. Imaging is performed from multiple trees for each cultivar, with different camera-to-target distances, viewpoints, angles, and natural sunlight during April and May in the spring. The collected images are not pre-processed, only grouped into their respective class (Jumbo, Long, Round, and Super long). The images in each class are separated by 20% for testing, 17% for validation, and 63% for training. Test images are selected from trees different from the training set. Then training and validation images are randomly separated from the remaining images in each category.The ICPTC dataset is publicly and freely available at https://data.mendeley.com/datasets/6mmjjkpd5m/draft?a=af46a232-df30-4cf1-b303-6071d90ac8ad

This classroom-based study sets out to study the relationships that EFL learners would form in peer responses in an EFL writing class. It examines Storch’s (2002a) patterns of peer interaction when intermediate learners are paired with partners of different L2 proficiency levels. To discover the factors that could affect the nature of peer interactions, at first a proficiency test of TOEFL was administered and thus the participants were distinguished based on their scores, into the beginner, intermediate, and advanced levels. Further, the participants were asked to choose a partner and review each other’s writing in pair while being audio recorded. To examine learners’ behaviors from the perspective of participants involved, they were interviewed individually after the recording session. As the focus was on intermediate partnership, the data of 12 intermediate students (i.e. 6 pairs) interacting with an advanced, intermediate or beginner partner were analyzed. The findings showed that although proficiency levels narrowly affected the participants’ performances in peer responses, they did not determine them. The study revealed that it is not just the actual proficiency levels but the relationships that learners form, the roles that they adopt, and their partner’s behaviors as the factors which shape the dyadic talk. It was further found that the partners’ roles are shaped by their positioning in relation to their peers and the issues on which learners focus during their engagement in the task. چکیده: این تحقیق بر آن بود تا چگونگی ایجاد رابطه بین افراد در پاسخگویی توسط فراگیران خارجی زبان انگلیسی را مورد بررسی قرار دهد. در واقع، این تحقیق بر اساس الگوی تعاملی استرچ (2002الف)، روابط فی مابین فراگیران سطح متوسط با طرفهای دارای توانش متفاوت زبانی را تحلیل می نماید. برای این منظور، ابتدا شرکت کنندگان در تحقیق، بر اساس آزمون توانش زبان به سه دسته مقدماتی، متوسط و پیشرفته تقسیم شدند. سپس از هرکدام از انها خواسته شد که با تعیین یک نفر نگارش های همدیگر را بررسی نمایند که در این مورد تعامل بین انها ضبط گردید. پس از این مرحله، برای استخراج الگوهای تعاملی آنها، افراد شرکت کننده مورد مصاحبه قرار گرفتند. تحلیل اطلاعات گردآوری شده نشان داد که توانش زبان تاثیر جزیی و غیر تعیین کننده بر روی نوع تعاملات افراد دارد. به عبارت دیگر، عواملی دیگری به جر توانش زبان مثل رابطه شکل گرفته، نقش افراد، و رفتارهای افراد بر روی گفتار دو گانه تاثیر گذار می باشد. از طرف دیگر، نتایج نشان داد نقش افراد تابع چگونگی رابطه بین افراد و موضوعات مورد توجه در بحث می باشد. کلمات کلیدی: پاسخگویی هم گروهیان، الگوهای تعاملی، یادگیری مشارکتی، سطح توانش زبان، نگارش

Abstract: Lexical bundles, as building blocks of coherent discourse, have been the subject of much research in the last two decades. While many of such studies have been mainly concerned with exploring variations in the use of these word sequences across different registers and disciplines, very few have addressed the use of some particular groups of lexical bundles within some genres of academy. To address generic variations, this research focused on anticipatory it bundles as a particular structural group of bundles. More specifically, this study chose to investigate range, frequency, and function of these word clusters in applied linguistics research articles and postgraduate writing. Through the use of two big corpora of research articles and postgraduate theses, two text analysis programs, and a functional taxonomy of it bundles, this study found that it bundles were used relatively frequently in both published and postgraduate writing. Functional analysis showed that anticipatory it lexical bundles served a wide variety of functions in both genres investigated. This study also revealed that some anticipatory it lexical bundles commonly used by students in their postgraduate writing did not count as bundles in research articles, both in terms of variety and frequency. As for implications, the study calls for the incorporation of such clusters in L2 and/or EAP (English for Academic Purposes) courses.

The purpose of this qualitative study was to investigate the perception of EFL teachers and learners on the fundamental principles and constructs of critical thinking, the main characteristics of a critical thinker, and strategies for reinforcing critical thinking ability. Semi-structured interviews with eight EFL teachers and ten learners, who were theoretically sampled from three different contexts of public, private, and seminary schools in Sabzevar and Qom, Iran, were conducted using the constructivist grounded theory methodology (Charmaz, 2008). Using the MAXQDA software version 12, the data were analyzed based on the three levels of the open, axial, and selective coding of grounded theory. A model of critical thinking was proposed with ELT teachers’ and learners’ awareness as the core category and the characteristics of a critical thinker and strategies for reinforcing critical thinking ability as sub-categories. The results of the study revealed several pedagogical implications for EFL teachers to help their learners develop critical thinking skills, for EFL learners to think more deeply, solve problems better, communicate and collaborate more effectively, and for curriculum developers and syllabus designers to put certain critical thinking activities in textbooks and support in-service classes for teachers.

This study aims at investigating the Medical students’ English language needs as the first step for designing an alternative curriculum for teaching English for Medical Purposes (EMP). It also tries to examine if the needs of medical students are perceived differently by stakeholders in medical sciences. For so doing, a structured questionnaire was developed and distributed among 282 Medical Students, 12 instructors, and 15 practitioners studying and working at Birjand University of Medical Sciences, Iran. The collected data were analyzed by SPSS using statistical tests of Mann-Whitney U and Kruskal-Wallis. The findings indicated that medical students need to be competent enough in all four language skills, considering the demanding nature of their profession in the future. They ranked the importance of language skills like reading, writing, speaking, and listening, respectively. Besides, the results of four Kruskal-Wallis tests indicated a statistically significant difference among the responses of the three groups regarding the importance of the subcomponents of speaking and listening skills. Six follow-up post hoc analyses showed that the differences lay between medical students and practitioners. The findings are discussed and the implications for policy and practice are made.

Educational context is a pool of various emotional demands asking for competent teachers who are capable enough to regulate and manage them. The language teacher emotion regulation focuses on the strategies that language teachers implement to regulate their emotions. Considering the paucity of a psychometrically sound instrument in language teacher emotion regulation, this realm has received scant research attention. Thus, the present study was an attempt to develop and validate a conceptually meaningful and psychometrically sound instrument to capture language teacher emotion regulation strategies at workplace. This study is composed of three phases. In the first phase, based on a comprehensive consideration of the existing literature and the results of a semi-structured interview, a six-component model of the language teacher emotion regulation was designed. In the second phase, the results of exploratory factor analysis (EFA), confirmatory factor analysis (CFA), and reliability estimates confirmed the validity and reliability of the instrument. The results of CFA refined the final version of the instrument. The Language Teacher Emotion Regulation Inventory (LTERI) includes 27 items with six dimensions on a 5-point Likert scale. Each dimension assesses a discrete language teacher emotion regulation strategy at workplace: situation selection, situation modification, attention deployment, reappraisal, suppression, and seeking social support. In the third phase, the validated instrument, LTERI was utilized across two different milieus of language teaching in Iran, namely school and university. To do so, an independent samples t-test was applied. As the findings of this phase demonstrated, there is a statistically significant difference between English as a foreign language (EFL) teachers in the two contexts regarding the employed emotion regulation strategies in their professional lives. The implications of the current study can open new perspectives in educational psychology and teacher well-being. Furthermore, the Language Teacher Emotion Regulation Inventory (LTERI) contributes to the field of teacher education by filling the measurement lacuna and advancing quantitative studies in this regard. More significantly, the implications of this study may uncover new prospects for effective teaching and learning, especially during the COVID-19 pandemic, which can provoke various emotional demands for both teachers and learners.

Non-exchangeable K release can greatly influence soil K fertility. This study was carried out to study the release of non-exchangeable K from 22 surface and subsurface soils of southern Iran using successive extraction with 10 mmol/l of CaCl2 and oxalic acid in a period of 2-1368 h at 25 ± 1°C. Alfisols, Aridisols, Entisols, Inceptisols, Mollisols, and Histosols were among the studied soil orders. Illite, smectite, chlorite, vermiculite, kaolinite and palygorskite clay minerals were identified. The amount of non-exchangeable K varied from 95 to 506 mg/kg. Results showed that CaCl2 and oxalic acid released 60 and 55% of non-exchangeable K from soils, respectively. The discontinuity in slope was found when the cumulative amount of released K was plotted versus time, supporting the multi-reactive nature of K exchange sites. The cumulative K release in soils ranged from 87 to 300 mg/kg for CaCl2 and 78 to 300 mg/kg for oxalic acid which was well described by simplified Elovich and power function equations. The b constant of simplified Elovich as an index of non-exchangeable K release rate was in the range of 10 to 36 mg/kg for CaCl2 and 11 to 36 mg/kg for oxalic acid. The highest b constant was measured in Inceptisols and Alfisols, while the lowest values were found in Entisols and Histosols. In conclusion, the K release pattern was similar for both extractants and affected by clay content and type, and soil depth.

The sociocultural approach to writing strategy use emphasizes the importance of context and the mediating resources that learners can use to enhance the quality of their performance in writing (Lei, 2008). Accordingly, the present study explored the sociocultural strategy use of a convenient sample of 105 BA level students of English Language and Literature who had passed essay-writing courses in a state university in Iran by analyzing their responses to the items of a newly-developed sociocultural strategy use questionnaire consisting of different sub-scales, namely, artifact-mediated, rule-mediated, community-mediated and role-mediated strategies. The results of the descriptive statistics revealed that the tool-mediated strategies, which are the subcategory of artifact-mediated strategies, had the highest frequency of use which is rather justified in the context of Iran. In addition, the students’ overall strategy use and their writing ability were correlated and a statistically significant relationship was found between these two variables. However, the results of the multiple regression analysis indicated that none of the sub-scales had a unique predicting power in accounting for the learners’ writing ability. The researchers also compared the sociocultural strategy use of more- and less-skilled student writers and found a significant difference in the strategy use of different individuals.

This study investigates the correlations between the three measures of written receptive vocabulary size and second language (L2) depth of vocabulary knowledge to find the most reliable test of vocabulary size. Moreover, the corresponding relationship is examined for the higher and lower word-frequency bands of the three tests to find whether the correlation between the two constructs differs as a function of frequency level and task format. In so doing, Vocabulary Levels Test (VLT), the monolingual and bilingual Persian versions of the Vocabulary Size Test (VST), and Word Associates Test (WAT) were administered to 122 high-proficient undergraduate English as a foreign language (EFL) learners. Results of Pearson correlations and linear regression analyses indicated that (a) the VLT had the highest correlation with the participants’ scores on the WAT; (b) although all the three tests of vocabulary size could significantly predict L2 depth of vocabulary knowledge, the VLT was the strongest predictor; (c) the higher word-frequency levels of the three VSTs in general, and the VLT in particular, were more predictive of L2 vocabulary depth; and (d) the 3,000-word-frequency level of the VLT, in particular, had the highest contribution to the performance on the WAT. The overall findings point to the superiority of the VLT among the three measures of vocabulary size.

The present study reports the results of a dissertation aimed at consolidating assessment and instruction of L2 pragmatics comprehension by drawing on an interventionist computerized dynamic assessment (C-DA) through which the test was embodied by providing graduated hints (from the most explicit to the most implicit) which were standardized for all test takers. To do so, a web-based software, called a Computerized Dynamic Assessment of Speech Acts, Routines, and Implicatures (CDASRI), accessible at http://da-pragmatics.com, was developed. Then, 137 upper-intermediate or advanced high school and university students ranging in age from 16 to 36 from two provinces of Khorasan Razavi and Golestan, Iran, were selected based on convenience sampling, who voluntarily took part in the study. Based on how many hints or mediations were used by each test-taker, the CDASRI provided three scores: actual score (traditional score), mediated score, and learning potential score (LPS). The results of the study indicated that the test could improve test takers’ pragmatic comprehension competence. Moreover, the significant difference between the mediated (using hints) and actual (without hints) scores of learners accounted for the fact that because of test-takers’ different Zone of Proximal Development (ZPD) levels, their level of responsiveness to mediation was significantly different from one another. Hence, it can be concluded that traditional non-dynamic test loses sight of a big part of learners’ abilities through neglecting learners’ potentialities and putting emphasis only on their preliminary performance. The study concludes with some pedagogical implications for language teachers and instructors who seek an effective perspective for their assessment and instruction.