Abstract: The popularity of quality management system models
continues to grow despite the transitional crisis in 2008. Their
development is associated with demands of the new requirements for
entrepreneurs, such as risk analysis projects and more emphasis on
supervision of outsourced processes. In parallel, it is appropriate to
focus attention on the selection of companies aspiring to a quality
management system. This is particularly important in the automotive
supplier industry, where requirements transferred to the levels in the
supply chain should be clear, transparent and fairly satisfied. The
author has carried out a series of researches aimed at finding the
factors that allow for the effective implementation of the quality
management system in automotive companies. The research was
focused on four groups of companies: 1) manufacturing (parts and
assemblies for the purpose of sale or for vehicle manufacturers), 2)
service (repair and maintenance of the car) 3) services for the
transport of goods or people, 4) commercial (auto parts and vehicles).
The identified determinants were divided into two types of criteria:
internal and external, as well as hard and soft. The article presents the
hard – technical factors that an automotive company must meet in
order to achieve the goal of the quality management system
implementation.
Abstract: 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.
Abstract: 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.