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Chalak</title> <meta name="description" content="Search results for: Azizeh Chalak"> <meta name="keywords" content="Azizeh Chalak"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none navbar-toggler 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class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="Azizeh Chalak"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 5</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: Azizeh Chalak</h1> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5</span> The Interplay of Locus of Control, Academic Achievement, and Biological Variables among Iranian Online EFL Learners</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Azizeh%20Chalak">Azizeh Chalak</a>, <a href="https://publications.waset.org/search?q=Niloufar%20Nasri"> Niloufar Nasri</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Students' academic achievement, along with the effects of different variables, has been a serious concern of educators since long ago. This study was an attempt to investigate the interplay of Locus of Control (LOC), academic achievement and biological variables among Iranian online EFL Learners. The participants of the study included 100 students of different age groups and genders studying English online at Iran Language Institute (ILI), Isfahan, Iran. The instrument used was Trice Academic LOC questionnaire which identifies orientations of internality or externality. The participants' Grade Point Averages (GPAs) were used as the measure of their academic achievement. A series of independent samples ttests were performed on the data. The results of the study showed that (a) there were no significant differences between male and female participants in LOC orientation, (b) there was no relationship between LOC and academic achievement among internal males and females, (c) external females were better achievers than external males, (d) and the age had no significant relationship with LOC and academic achievement. It can be concluded that the social, cultural patterns of genders have changed. This study might help sociologists and psychologists as well as applied linguists in that they reflect the recent social changes and their effects on the LOC and their consequent implications in teaching languages. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Academic%20achievement" title="Academic achievement">Academic achievement</a>, <a href="https://publications.waset.org/search?q=biological%20variables" title=" biological variables"> biological variables</a>, <a href="https://publications.waset.org/search?q=Iranian%0D%0Aonline%20EFL%20learners" title=" Iranian online EFL learners"> Iranian online EFL learners</a>, <a href="https://publications.waset.org/search?q=locus%20of%20control." title=" locus of control."> locus of control.</a> </p> <a href="https://publications.waset.org/10001674/the-interplay-of-locus-of-control-academic-achievement-and-biological-variables-among-iranian-online-efl-learners" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10001674/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10001674/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10001674/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10001674/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10001674/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10001674/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10001674/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10001674/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10001674/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10001674/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10001674.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2257</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4</span> An Investigation on Students’ Reticence in Iranian University EFL Classrooms</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Azizeh%20Chalak">Azizeh Chalak</a>, <a href="https://publications.waset.org/search?q=Firouzeh%20Baktash"> Firouzeh Baktash</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Reticence is a prominent and complex phenomenon which occurs in foreign language classrooms and influences students’ oral passivity. The present study investigated the extent in which students experience reticence in the EFL classrooms and explored the underlying factors triggering reticence. The participants were 104 Iranian freshmen undergraduate male and female EFL students, who enrolled in listening and speaking courses, all majoring in English studying at Islamic Azad University Isfahan (Khorasgan) Branch and University of Isfahan, Isfahan, Iran. To collect the data, the Reticence Scale-12 (RS-12) questionnaire which measures the level of reticence consisting of six dimensions (anxiety, knowledge, timing, organization, skills, and memory) was administered to the participants. The statistical analyses showed that the reticent level was high among the Iranian EFL undergraduate students, and their major problems were feelings of anxiety and delivery skills. Moreover, the results revealed that factors such as low English proficiency, the teaching method, and lack of confidence contributed to the students’ reticence in Iranian EFL classrooms. It can be implied that language teachers’ awareness of learners’ reticence can help them choose more appropriate activities and provide a friendly environment enhancing hopefully more effective participation of EFL learners. The findings can have implications for EFL teachers, learners and policy makers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Reticence" title="Reticence">Reticence</a>, <a href="https://publications.waset.org/search?q=reticence%20scale" title=" reticence scale"> reticence scale</a>, <a href="https://publications.waset.org/search?q=anxiety" title=" anxiety"> anxiety</a>, <a href="https://publications.waset.org/search?q=Iranian%20EFL%0D%0Alearners." title=" Iranian EFL learners."> Iranian EFL learners.</a> </p> <a href="https://publications.waset.org/10001675/an-investigation-on-students-reticence-in-iranian-university-efl-classrooms" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10001675/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10001675/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10001675/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10001675/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10001675/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10001675/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10001675/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10001675/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10001675/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10001675/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10001675.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2675</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3</span> A Study on Explicitation Strategies Employed in Persian Subtitling of English Crime Movies</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Hossein%20Heidari%20Tabrizi">Hossein Heidari Tabrizi</a>, <a href="https://publications.waset.org/search?q=Azizeh%20Chalak"> Azizeh Chalak</a>, <a href="https://publications.waset.org/search?q=Hossein%20Enayat"> Hossein Enayat</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present study seeks to investigate the application of expansion strategy in Persian subtitles of English crime movies. More precisely, this study aims at classifying the different types of expansion used in subtitles as well as investigating the appropriateness or inappropriateness of the application of each type. To achieve this end, three movies; namely, The Net (1995), Contact (1997) and Mission Impossible 2 (2000), available with Persian subtitles, were selected for the study. To collect the data, the above mentioned movies were watched and those parts of the Persian subtitles in which expansion had been used were identified and extracted along with their English dialogs. Then, the extracted Persian subtitles were classified based on the reason that led to expansion in each case. Next, the appropriateness or inappropriateness of using expansion in the extracted Persian subtitles was descriptively investigated. Finally, an equivalent not containing any expansion was proposed for those cases in which the meaning could be fully transferred without this strategy. The findings of the study indicated that the reasons range from explicitation (explicitation of visual, co-textual and contextual information), mistranslation and paraphrasing to the preferences of subtitlers. Furthermore, it was found that the employment of expansion strategy was inappropriate in all cases except for those caused by explicitation of contextual information since correct and shorter equivalents which were equally capable of conveying the intended meaning could be posited for the original dialogs. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Audiovisual%20translation" title="Audiovisual translation">Audiovisual translation</a>, <a href="https://publications.waset.org/search?q=English%20crime%20movies" title=" English crime movies"> English crime movies</a>, <a href="https://publications.waset.org/search?q=expansion%20strategies" title=" expansion strategies"> expansion strategies</a>, <a href="https://publications.waset.org/search?q=Persian%20subtitles." title=" Persian subtitles."> Persian subtitles.</a> </p> <a href="https://publications.waset.org/10002729/a-study-on-explicitation-strategies-employed-in-persian-subtitling-of-english-crime-movies" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10002729/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10002729/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10002729/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10002729/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10002729/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10002729/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10002729/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10002729/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10002729/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10002729/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10002729.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2248</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2</span> An Investigation of Final Tests of Translation as Practiced in Iranian Undergraduate English Translation Program</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Hossein%20Heidari%20Tabrizi">Hossein Heidari Tabrizi</a>, <a href="https://publications.waset.org/search?q=Azizeh%20Chalak"> Azizeh Chalak</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present study examined how translation teachers develop final tests as measures for checking on the quality of students’ academic translation in Iranian context. To achieve this goal, thirty experienced male and female translation teachers from the four types of the universities offering the program were invited to an in-depth 30-minute one-session semi-structured interview. The responses provided showed how much discrepancy exists among the Iranian translation teachers (as developers of final translation tests), who are least informed with the current translation evaluation methods. It was also revealed that the criteria they use for developing such tests and scoring student translations are not theory-driven but are highly subjective, mainly based on their personal experience and intuition. Hence, the quality and accountability of such tests are under serious question. The results also confirmed that the dominant method commonly and currently practiced is the purely essay-type format. To remedy the situation, some suggestions are in order. As part of the solution, to improve the reliability and validity of such tests, the present summative, product-oriented evaluation should be accompanied with some formative, process-oriented methods of evaluation. Training the teachers and helping them get acquainted with modern principles of translation evaluation as well as the existing models, and rating scales does improve the quality of academic translation evaluation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Iranian%20universities" title="Iranian universities">Iranian universities</a>, <a href="https://publications.waset.org/search?q=students%E2%80%99%20academic%20translations" title=" students’ academic translations"> students’ academic translations</a>, <a href="https://publications.waset.org/search?q=translation%20final%20tests" title=" translation final tests"> translation final tests</a>, <a href="https://publications.waset.org/search?q=undergraduate%20translation%20programs." title=" undergraduate translation programs."> undergraduate translation programs.</a> </p> <a href="https://publications.waset.org/10002728/an-investigation-of-final-tests-of-translation-as-practiced-in-iranian-undergraduate-english-translation-program" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/10002728/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/10002728/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/10002728/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/10002728/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/10002728/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/10002728/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/10002728/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/10002728/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/10002728/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/10002728/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/10002728.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2028</span> </span> </div> </div> <div class="card publication-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1</span> Securing Message in Wireless Sensor Network by using New Method of Code Conversions</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/search?q=Ahmed%20Chalak%20Shakir">Ahmed Chalak Shakir</a>, <a href="https://publications.waset.org/search?q=GuXuemai"> GuXuemai</a>, <a href="https://publications.waset.org/search?q=Jia%20Min"> Jia Min</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Recently, wireless sensor networks have been paid more interest, are widely used in a lot of commercial and military applications, and may be deployed in critical scenarios (e.g. when a malfunctioning network results in danger to human life or great financial loss). Such networks must be protected against human intrusion by using the secret keys to encrypt the exchange messages between communicating nodes. Both the symmetric and asymmetric methods have their own drawbacks for use in key management. Thus, we avoid the weakness of these two cryptosystems and make use of their advantages to establish a secure environment by developing the new method for encryption depending on the idea of code conversion. The code conversion-s equations are used as the key for designing the proposed system based on the basics of logic gate-s principals. Using our security architecture, we show how to reduce significant attacks on wireless sensor networks. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=logic%20gates" title="logic gates">logic gates</a>, <a href="https://publications.waset.org/search?q=code%20conversions" title=" code conversions"> code conversions</a>, <a href="https://publications.waset.org/search?q=Gray-code" title=" Gray-code"> Gray-code</a>, <a href="https://publications.waset.org/search?q=and%0Aclustering." title=" and clustering."> and clustering.</a> </p> <a href="https://publications.waset.org/7300/securing-message-in-wireless-sensor-network-by-using-new-method-of-code-conversions" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/7300/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/7300/bibtex" target="_blank" rel="nofollow" class="btn btn-primary 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