As an area of classroom research, Interaction Analysis developed from the need and desire to investigate the process of classroom teaching and learning in terms of action-reaction between individuals and their socio-cultural context (Biddle, 1967). However, sole reliance on quantitative techniques could be problematic, since they conceal more than they reveal of the intricacies of classroom interaction. Moving away from this quantitative norm, this study examines the classroom process from the discourse analysis perspective called Critical Classroom Discourse Analysis (CCDA), proposed by Kumaravadivelu (1999); which draws on Poststructuralism and postcolonialism concepts of discourse; to analyze and understand classroom input and interaction in terms of power and dominance.This ethnographic study aimed at using CCDA as a tool for critical reflection to analyze the differences in the discourse of males and females in an EFL situation. The discussion, based on a case study conducted at a university classroom in Iran, aims at understanding the unseen social processes, i.e. male dominance in discourse. Transcriptions of classroom interactions were put into a qualitatively interpretation of males and females' adherence to, or flouting of four maxims. The research findings suggest that male dominance could be concealed in discourse control, types of questions, and turn-taking. Male participants tended to exert more power and used less indirect language, more negative face, and fewer politeness phenomena.

The aim of this study was to explore the concept of role identity among Iranian English language teachers. Narrative inquiry was adopted as an approach of the study. Twenty-one Iranian English language teachers from three educational contexts (university, school, and institute) were interviewed and provided their written narratives. Then, the collected data were analyzed through thematic analysis and credibility and trustworthiness of the data were ensured through data triangulation and coding agreement. Results of the study revealed that Iranian EFL teachers conceptualized their role identity from multi-dimensional perspectives, including managerial, professional, and socio-cultural perspectives. The findings also showed that thirteen sub-role identities were explored and emerged under three main themes of role identity for Iranian EFL teachers. The three main themes included teachers' role identity as manager, professional, and acculturator and the thirteen sub-role identities consisted of 'knowledge transmitter, trader, juggler, interaction supervisor, promoter, arbiter, entertainer, pundit, collaborator, learner, social panacea, cultural adapter, and tutelageprovider'. The results of the current study can be useful for policy makers, teacher educators, and evaluators to have a better judgment and make appropriate decisions about teachers. Finally, the limitation of the study along with suggestion for the further research were also discussed.

Abstract-The aim of this study was to develop a questionnaire and to explore and confirm a model of teacher role identity among Iranian English language teachers in an EFL context. To achieve this aim, a questionnaire was developed and validated based on the literature, the theoretical framework, and the results of a qualitative study. The questionnaire was piloted and its reliability was estimated through Cronbach Alpha (0.87). The face validity of the questionnaire was guaranteed through questionnaire's good lay out and five experts judged about its content validity. The construct validity of the questionnaire was met through factor analysis. Based on the results of the exploratory factor analysis, thirteen factors emerged under three main categories for Iranian EFL teachers' role identity. After piloting the questionnaire, it was administered to 507 Iranian EFL teachers from different genders and educational contexts. A structural equation modeling (SEM) was performed on the data using AMOS 22 to test a model of Iranian English language teachers' role identity in the confirmatory factor analysis. The initial results revealed a poor fit model; however, by eliminating three items from the questionnaire the model fit the data eventually.

No abstract

Ductal carcinoma in situ (DCIS) is a type of breast cancer resulting from malignant epithelial cells, which can become aggressive and dangerous over time due to the accumulation of cells in ducts. Finding more fruitful therapeutic strategies is a current demand in the field, and developing tumor models is a crucial approach to providing a suitable platform to investigate therapeutic strategies. Herein, a trilayer tubular 3D scaffold was developed as a DCIS model to imitate a real complex tissue microenvironment for cancerous cell culturing and treatment by chemo-photothermal therapy. The fabricated trilayer tubular scaffold through the sequential electrospinning consists of PLA/PCL nanofibers as a middle layer surrounded by alginatedopamine/PVA nanofibers as outer and inner layers. The middle layer gives dimensional and mechanical stability to the scaffold, and its hydrophobicity can be balanced by two surrounding hydrophilic outer and inner layers to provide a suitable microenvironment for cell growth. Furthermore, the electrospun nanofibrous scaffold can mimic and resemble the microstructure of natural extracellular matrix (ECM) architecture to enhance cell proliferation. Then, the inner and outer layers were decorated with polydopamine nanoparticles to introduce photothermal ability and to improve cell adhesion. MDA-MB-231 breast cancer cells were cultured on the scaffold, and in vitro assays disclosed that the cells grew and expanded well on the scaffold. Concomitant administration of docetaxel and laser irradiation on the cultured cells on the scaffold (chemo-photothermal therapy) unveiled a synergistic inhibitory effect on cancer cells. These capabilities make the 3D trilayer tubular scaffold a promising platform for drug discovery and screening studies.