House wives, due to their specific position in the family, should be empowered in any possible way including different forms of training. That house wives belong to a vulnerable group in the society makes attention to them more necessary. With a view to this issue, this
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House wives, due to their specific position in the family, should be empowered in any possible way including different forms of training. That house wives belong to a vulnerable group in the society makes attention to them more necessary. With a view to this issue, this study aimed at investigating the effect of virtual English language teaching on Iranian house wives’ domestic violence and quality of life. In so doing, a quasi-experimental pre-test post-test control group design was used. The target population of this study included Iranian house wives. From the population, about 60 Iranian house wives from different cities of Iran were selected through available sampling. The participants were randomly divided into two groups namely, the experimental and control groups. The required data were collected through the following instruments: The Domestic Violence against Women Questionnaire (Mohseni Tabrizi et al., 2011) and the Quality of Life Questionnaire (WHO-QOL-BREF). Data analysis was conducted running descriptive statistics, Kolmogorov-Smirnov normality test, Leven test, and one-way Analysis of Covariance (ANCOVA). The findings confirmed a significantly positive impact of virtual English language teaching on Iranian House wives’ domestic violence and quality of life. The findings have implications for top-level educational authorities, social emergency administrators, and future researchers.
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