Collaboration network of applied linguistics research articles with different methodological orientations

The current study draws on synthetic techniques and bibliometric analysis to explore the patterns of scientific collaboration in light of methodological orientations. We examined 3,992 applied linguistics (AL) articles published in 18 top-tier journals from 2009 to 2018 and analyzed their methodological orientations and scientific collaboration. Considering that the number of co-authored papers outweighs single-authored counterparts, our results revealed that the overall degree of collaboration for AL journals was moderate-to-high (57.7%). In particular, quantitative studies contained the highest degree of collaboration (66.8%). This was followed by systematic reviews (60.9%), and mixed-methods approach (55.7%). Country-wise, our overall findings further indicated that the United States and the United Kingdom were the two main hubs of collaborative activities for quantitative, qualitative, and mixed-methods research. While the USA was the top country in systematic reviews like all other research approaches, the UK was the fifth country in systematic reviews. As for collaborating authors, our findings demonstrated that the most influential quantitative researchers had collaborated on Natural Language Processing (NLP) and data mining. While the mixed-methods researchers had a tendency to collaborate on conceptual issues subscribing to the language testing and assessment strand, the most productive qualitative researchers had collaborated on L2 writing issues. Implications for applied linguistics research are further discussed

Exploring TEFL Research Methods Courses in Iran: A Path to Research Synthesis Pedagogy

There has been inadequate investigation of research pedagogy in applied linguistics, despite the significance of research reform in the field. As such, we examined the status of Teaching English as a Foreign Language (TEFL) research pedagogy in postgraduate classes in Iran. We described and evaluated 28 research methods (RM) courses in terms of objectives, content, and assessment in Iranian universities. We employed a qualitative content analysis of RM syllabi, utilizing a mixture of inductive and deductive coding. Our results revealed that among the Iranian research instructors whose syllabi we examined, there is a common approach to delivering research methods courses. Nonetheless, there is a noticeable misalignment between the objectives they report and how these objectives are put into practice, as reflected in the course content and assessment methods. Among the analyzed syllabi, one instructor approached the course through the lens of research synthesis pedagogy. While acknowledging the benefits of the prevailing instructional approach, we argue in favor of implementing research synthesis pedagogy as an evidence-based and complementary alternative to conventional research training approaches within TEFL. This synthesis-informed research pedagogy has the potential to nurture a research mindset among postgraduate students, subsequently enhancing the quality assurance of different methodological orientations, including quantitative, qualitative, and mixed-methods research

MiR-221/222 promote chemoresistance to cisplatin in ovarian cancer cells by targeting PTEN/PI3K/AKT signaling pathway.

Cisplatin resistance is one of the main limitations in the treatment of ovarian cancer, and its mechanism has not been fully understood. The objectives of this study were to determine the role of miR-221/222 and its underlying mechanism in chemoresistance of ovarian cancer. We demonstrated that miR-221/222 expression levels were higher in A2780/CP cells compared with A2780 S cells. An in vitro cell viability assay showed that downregulation of miR-221/222 sensitized A2780/CP cells to cisplatin-induced cytotoxicity. Moreover, we found that knockdown of miR-221/222 by its specific inhibitors promoted the cisplatin-induced apoptosis in A2780/CP cells. Using bioinformatic analysis and luciferase reporter assay, miR-221/222 were found to directly target PTEN. Moreover, knockdown of miR-221/222 in A2780/CP cells significantly upregulated PTEN and downregulated PI3KCA and p-Akt expression. In conclusion, our results demonstrated that miR-221/222 induced cisplatin resistance by targeting PTEN mediated PI3K/Akt pathway in A2780/CP cells, suggesting that miR-221/222/PTEN/PI3K/Akt may be a promising prognostic and therapeutic target to overcome cisplatin resistance and treat ovarian cancer in the future

On the Relationship Between Critical Thinking and Language Learning Strategies Among Iranian EFL Learners

This study investigates the relationship between critical thinking and the use of direct and indirect language learning strategies by Iranian learners. To this end, two survey instruments, the Strategy Inventory for Language Learning (SILL), and a questionnaire of Critical Thinking, were administered among 100 college students majoring in English translation at Karaj University. The findings reveals a statistically significant relationship between specific direct and indirect language learning strategies such as cognitive, metacognitive, and social with critical thinking, while memory, compensation, and affective strategies appeared to have no relationship with critical thinking

Valproic Acid Promotes Apoptosis and Cisplatin Sensitivity Through Downregulation of H19 Noncoding RNA in Ovarian A2780 Cells

Abstract Cisplatin resistance is one of the main limitations in the treatment of ovarian cancer, which is partly mediated by long noncoding RNAs (lncRNAs). H19 is a lncRNA involving in cisplatin resistance in cancers. Valproic acid (VPA) is a commonly used drug for clinical treatment of seizure disorders. In addition, this drug may display its effects through regulation of noncoding RNAs controlling gene expression. The aim of the present study was the investigation of VPA treatment effect on H19 expression in ovarian cancer cells and also the relation of the H19 levels with apoptosis and cisplatin resistance. Briefly, treatment with VPA not only led to significant increase in apoptosis rate, but also increased the cisplatin sensitivity of A2780/CP cells. We found that following VPA treatment, the expression of H19 and EZH2 decreased, but the expression of p21 and PTEN increased significantly. To investigate the involvement of H19 in VPA-induced apoptosis and cisplatin sensitivity, H19 was inhibited by a specific siRNA. Our results demonstrate that H19 knockdown by siRNA induced apoptosis and sensitized the A2780/CP cells to cisplatin-induced cytotoxicity. These data indicated that VPA negatively regulates the expression of H19 in ovarian cancer cells, which subsequently leads to apoptosis induction, cell proliferation inhibition, and overwhelming to cisplatin resistance. The implication of H19→EZH2→p21/PTEN pathway by VPA treatment suggests

Effect of valproic acid on cisplatin-resistant ovarian cancer cell lines

Background and aims: Platinum resistance has been one of the most important problems in the management of ovarian cancer. The effects of various chemotherapeutic agents are limited in patients with platinum resistance. Therefore, developing new anticancer drugs that can improve the effect of currently used cytostatics is critical. The current study investigated the effects of valproic acid (VPA) alone and in combination with cisplatin on ovarian cancer cells. Methods: In this experimental study, the human ovarian cancer cell lines (A2780-S and A2780-CP) were grown in RPMI-1640 medium in appropriate culture conditions. The cells were treated with various concentrations of cisplatin (0.15-400 µg/mL) or VPA (10-2000 µg/mL) and were incubated for 24, 48, and 72 hours. Moreover, A2780 cells were co-treated with different concentrations of cisplatin and VPA for 48 hours. Afterward, cell viability was investigated using MTT assay. GraphPad Prism statistical software was used for the data analysis and ANOVA and Duncan’s test were conducted. Results: A dose- and time-dependent reduction was observed in cell viability following the treatment with cisplatin or VPA. Moreover, cotreatment of the A2780 cells with cisplatin and VPA resulted in a significantly greater inhibition of cell viability compared to the treatment with either agent alone. Conclusion: Overall, it can be argued that VPA does not only cause inhibition of proliferation and induction of apoptosis in ovarian cancer cells but also helps to enhance the antiproliferative effects of cisplatin and results in the increased susceptibility to cisplatin in resistant cells. VPA may therefore be used to treat cancer in the future. Keywords: Ovarian cancer, Cisplatin, Valproic acid, Platinum resistance, Antiproliferative effec

Argumentative writing behavior of graduate EFL learners

This is the author accepted manuscript. The final version is available from the publisher via the DOI in this record.This study analyzed the argumentative writing behavior of Iranian graduate learners of English as Foreign Language in their English essays. Further, the correlations between the use of argument elements and overall writing quality as well as soundness of produced arguments were investigated. To this end, 150 essays were analyzed. The sample essays were found to be predominantly deductive in terms of rhetorical pattern. Moreover, they mainly utilized ‘data’ and ‘claim’ most frequently with secondary elements of argument (i.e., counterargument claim, counterargument data, rebuttal claim, and rebuttal data) as the least produced elements. Overall writing quality co-varied significantly positively with the uses of claims, data, counterargument claims, counterargument data, rebuttal claims, and rebuttal data. Essays rated high in terms of overall writing quality were further rated for soundness and relevance of the arguments. The results demonstrate that even for advanced language learners good surface structure cannot necessarily guarantee well thought-out logical structure. The pedagogical implications for writing instruction and research are discussed

The Relationship between Personality Types and Self-Regulated Learning Strategies of Language Learners

This study investigates the relationship between personality traits, as measured by the NEO Five Factor Inventory, and different learning strategies, measured by the Motivated Strategies for Learning Questionnaire (MSLQ), that foreign language student may employ to help them learn the language.  A sample of 231 undergraduate students of English in Iran was administered the Inventory and the MSLQ.  This study is the first to connect learners’ personality traits with general learning strategies, which can be specifically applied to foreign language learning.  Analyzing the data using multiple regressions, the authors found that personality type was able to predict the tendency to use different learning strategies.  Specifically, students who scored high on “conscientiousness” were more likely to use all strategies, particularly managing time and study environment.  Students high on extraversion were more likely to use peer learning and help seeking strategies.  The authors conclude that language teachers could benefit from assessing their students’ personalities and matching strategies to their students’ tendencies.

The Impact of Observer Ring Technique on the Writing Achievement: A case of Iranian EFL Learners

This study was conducted to probe the effect of the observer ring technique on the participants’ writing achievement. In so doing, the researchers utilized a quasi-experimental design with 20 participants in the control group and 18 in the experimental group. Instrumentation included a writing handout, an Oxford Placement Test (standard proficiency test), and a rating scale of writing. As a treatment, the participants in the experimental group were asked to write at home and bring their papers to the class to be corrected by their classmates and the teacher was the supervisor. In the control group, the papers were corrected by the teacher. The results of the pre-test indicated that the participants of the two groups were homogeneous with regard to proficiency level as well as their writing ability. The results of the post-test revealed that the writing ability of the participants in the experimental group had improved during the study. Moreover, the observer ring technique had a positive and significant effect on the participants' writing ability. The findings may promise implications for incorporating this new interactive feedback model into EFL writing classes