درخت حوزه‌های تخصصی

The aim of the current research was the pathology of the virtual evaluation system in the elementary school. The current research is applied in terms of purpose and descriptive in terms of survey type. The population of this research included all primary school teachers in Miandoab city in the academic year of 2019-1400. Using proportional stratified random sampling method and using Morgan and Karjesi table, the sample size of 201 teachers was determined. A researcher-made questionnaire was used to collect data. The face validity of the questionnaire was confirmed by experts and professors of the Department of Educational Sciences. Descriptive statistics (frequency, mean and standard deviation, variance, etc.) and inferential statistics (one-sample t-test) were used to analyze the data. The data was analyzed using spss22 software. The results of the research indicated that the items (attention to the correlation of evaluation methods with general goals and behavior, the level of student readiness to enter electronic courses in evaluation, the way the teacher interacts with managers, other teachers, staff and knowledge students in the evaluation of the virtual environment, the level of knowledge and skills in the evaluation of virtual education) are management aspects in the pathology of virtual evaluation of the primary course; and cases (the need for hardware and software and web browsers in evaluation; the possibility of adding evaluation methods by the teacher; taking advantage of digital media and resources in evaluation; adapting the technological architecture to the evaluation schedule of the course; using educational tools for student evaluation; use of technical standards to share questions, assignments and feedback in evaluation) are the aspects of electronic technology in the pathology of virtual evaluation of the primary course; and issues (the extent of using inter-curricular questions for self-testing and encouraging content learning in evaluation; paying attention to setting the structure of each lesson and dividing it into sections of introduction, content, assignments and evaluation; integrating curriculum and electronic environment tools in virtual education in evaluation; the degree of participation of students' knowledge in the learning process in evaluation;

This study attempted to find the relationship between teacher-student interactions and self-regulated learning strategies among EFL learners. The population of the study comprised of 50 Iranian EFL female learners. The participants ,with an age range of 18 to 25, studied English at language institutes located in the city of Genaveh. They were selected as a homogenous sample based on their performance on English language proficiency test of Oxford Placement Test. Then the Questionnaire on Teacher-Student Interaction (QTI) and the Self-Regulation Questionnaire (SRQ) (Brown, Miller, & Lawendowski, 1999) were given to the learners to collect the data. Findings showed that there is a significant relationship between teacher-student interaction, and self-regulated learning strategies A multiple regression analysis was run to predict self-regulated learning strategies by using teacher-student interaction and its subscales. The results showed that Responsibility subscale (.β=.369, P=.003) and Admonish subscale (β=.415, P=.000) could positively and significantly predict learners self-regulated learning strategies.