درخت حوزه‌های تخصصی

The present research was conducted with the aim of measuring the effectiveness of face to face and virtual in-service training of elementary school teachers in Birjand city based on the Kirkpatrick model and comparing them. The current research method is a quasi-experimental pre-test-post-test type. The statistical population of this research includes all primary school teachers of Birjand city who have participated in in-service and virtual courses in the academic year 2023-2024. Using available sampling, 45 teachers participating in face-to-face courses and 45 teachers participating in virtual courses were selected. In the first level, i.e. reaction, participants' opinions were collected in two stages (the beginning of the courses and the end of the courses). The tool used at this level was a researcher-made questionnaire. The second level, i.e. learning, was conducted using a researcher-made test of 19 questions and was performed as a pre-test and post-test. In the third level, i.e. behavior, data was collected 5 months after the end of the courses using the teachers' self-evaluation form and the teachers' evaluation form by their managers. The results of the inter-subject effects test to compare the reaction level components in the post-test stage and the f value obtained for all components are significant at the alpha level of 0.05. The F value obtained in the results of covariance analysis for comparing learning scores in the post-test stage is 26.563. The value of the t statistic and the value of the significance level for comparing the scores of the behavior level show that there is no difference in the variance between the two groups of face-to-face and virtual education The findings of the research show that face-to-face and virtual in-service courses are effective in the levels of reaction, learning and behavior, and there is a significant difference between the effectiveness of face-to-face and virtual courses; So that the obtained averages show that face-to-face training can have a significant effect compared to virtual training in these three levels.

This study investigates EFL teachers’ perceptions of ChatGPT as a tool for English language instruction, focusing on its perceived benefits, challenges, and pedagogical implications. Using a qualitative phenomenological approach, data were collected through semi-structured interviews with ten EFL teachers currently working in different language-related educational centers in Iran. Participants represented diverse educational contexts, including universities, public schools, and private language centers. Thematic analysis of the interview data revealed that while teachers generally expressed positive attitudes toward ChatGPT, recognizing its flexibility, time-saving capabilities, and potential to enhance students’ writing skills and learner autonomy, they also voiced concerns regarding overreliance, inaccuracies, ethical challenges related to academic dishonesty, and limitations in supporting listening and speaking skills. The findings suggest that ChatGPT is viewed as a supplementary educational tool rather than a replacement for traditional pedagogy. Teachers emphasized the necessity of critical supervision, ethical guidelines, and professional development to ensure effective and responsible integration of AI technologies in EFL instruction. This study contributes to the growing body of research on AI integration in education, offering practical insights for teachers, policymakers, and researchers seeking to harness the potential of AI in language learning while mitigating its challenges.

The purpose of this research was to determine the effect of emotional self-regulation training on assertiveness skills and motivational beliefs in students.The research method was a semi-experimental pre-test-post-test type with a control group.From the statistical population, which included all sixth grade female students of Mirjaveh in the academic year of 1997-1998, using the purposeful sampling method, 40 people were randomly replaced in two experiment and control groups.The tools used were Gambrill and Ritchie's Daring Questionnaire (1975) and Motivational Strategies for Learning Questionnaire (1990).Covariance analysis method was also used to analyze the data. The results of the research showed that emotional self-regulation training was effective on students' assertiveness skills and motivational beliefs (p<0.01). Also, the effect of emotional self-regulation training on the components of motivational beliefs such as increasing self-efficacy and reducing exam's anxiety has also been positive and significant (p<0.01). But the results of the effect of emotional self-regulation training on internal valuation were not significant (p<0.05).Considering the negative consequences of weak motivational beliefs and assertiveness skills in students; Therefore, in order to strengthen these variables, it is suggested that emotional self-regulation be taught to students by teachers and education planners in the form of class discussions or empowerment workshops.