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Social capital is a form of capital along with economic and cultural capital by which the individual can access to the available resources and support within different groups and society. The main purpose of the present research is to examine the different levels of social capital among men and women. It is assumed that men and women enjoy differential levels of social capital due to the cultural and social differences and gender inequalities. The study is a secondary analysis based on the data gathered by Iran University of Medical Sciences, World Health Organization, Tehran Municipality, and Jihad Daneshgahi on 2008 within the project called Urban Health Equity Assessment and Response Tool. The sample is 20670 people aged over 18 years old who live in Tehran. The results indicate that there are no significant differences between men and women in terms of family social capital. However, significant differences are found between men and women in the mean of peer social capital. Men enjoyed higher levels of peer, neighborhood, and total social capital compared with women.

 

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This study aims at comparing teacher feedback to peer feedback. A group of 18 Iranian FL learners of Safir Language Academy and an FL teacher were participants of this study. The learners were divided into nine dyads and they participated in four essay writing sessions. The participants wrote on the same topic and genre and their written drafts were reviewed by both peers and the teacher. The sociocultural theory was used as the framework of this study and comments were analyzed based on two models. Firstly, they were categorized into local or global comments. Secondly, they were classified into four major categories, namely clarity, problem, explain, and suggestion.  Based on the findings, both teacher and learners were concerned with local matters during peer feedback and showed less interest in addressing global matters of writing. Moreover, the analysis of the comments indicated that the most frequent feedback type produced by the teacher was explain while the least frequent one was problem. Conversely, the most frequent peer feedback was problem and the least frequent one was explain. The results of the current study have some implications for English instructors and learners.