درخت حوزه‌های تخصصی

The present study examined the comparability of Paper-Based (PB) and Computer-Delivered (CD) IELTS in the academic module reading section, focusing on Iranian IELTS candidates' cognitive and metacognitive strategies. The study intended to determine if the delivery mode had any impact on the use of these strategies. To this aim, 200 upper-intermediate learners were randomly selected and divided into two groups to participate in the study under the two aforementioned test conditions. They completed a test-taking strategy survey under both test conditions. Moreover, five participants from each test condition group took part in think-aloud protocols. The quantitative data were analyzed by means of Independent-sample t-test and Multivariate Analysis of Variance (MANOVA) to test the research hypotheses. Content analysis of the think-aloud protocols was also conducted to identify the strategies employed by the IELTS candidates in both PB and CD formats. The results revealed that the PB group had a significantly higher mean than the CD group on the cognitive and metacognitive processes used in academic IELTS. However, the think-aloud protocols indicated that, in many cases, these differences were minimal, with cognitive and metacognitive processes being similarly employed across both formats. Moreover, significant differences were observed between the PB and CD groups in their reading test-taking strategies. The implications of these findings for test preparation and design are discussed.

E-learning has been extensively integrated into the educational system during the COVID-19 pandemic, aiming to enhance the quality of education. While introducing numerous benefits and positive impacts, this rapid transition has also posed new challenges that could potentially increase anxiety among elementary school teachers. Therefore, this study aimed to examine the relationship between web-based teaching components during the COVID-19 pandemic and anxiety levels among elementary school teachers, providing practical operational solutions. This research is applied in terms of purpose and correlational in terms of methodology. The statistical population of the study included all elementary school teachers in the city of Amol, totaling 750 individuals. A sample of 256 teachers was randomly selected from the city of Amol. Data were collected using the Salmi Anxiety Questionnaire, Abedini Chogordani, Ghasemi Nafchi, and Tabashir (2021), and a researcher-made questionnaire to measure web-based teaching components. The validity of the questionnaires was confirmed through face validity, and Cronbach's alpha coefficient was employed to determine the reliability of the research instrument. Data analysis was conducted using Pearson correlation coefficient and multiple regression analysis. The findings indicated that the contributions of web-based teaching components, including support and virtual learning infrastructure (169.0), learning and technological complexity (141.0), electronic content production (267.0), and type of course instruction (203.0), were significant predictors of teachers' anxiety during the COVID-19 pandemic. However, the contribution of the effective assessment component (107.0) was not statistically significant. Virtual education infrastructure, learning technological skills, acquiring content production skills, type of course instruction, were negative predictors of teachers' anxiety during the pandemic. The results of the study revealed a significant negative relationship between some web-based teaching components and anxiety levels. Therefore, it is recommended to reduce teaching anxiety in web-based education by implementing empowerment courses to develop online teaching skills, producing effective content, and fostering technological development in in-service teacher training.