درخت حوزه‌های تخصصی

Dynamic assessment (DA) is an effective strategy to combine teaching and testing and it is even more enjoyable through digital devices such as computer and moblie devices. The purpose of the current study was to investigate whether the effect of interventionist dynamic assessment through WhatsApp, Bigbluebutton, and face to face classes had significant impacts on English as a foreign language (EFL) learners’ learning of grammar. The participants of this quasi-experimental study were seventy-five male intermediate EFL learners studying English in one of the English language institutes in central Iran. Three intact pre-intermediate level classes were chosen based on non-random convenience sampling and assigned to the three groups of WhatsApp, Bigbluebutton, and traditional group. The instruments that were used in this study were the Oxford Quick Placement Test (OQPT) and a multiple-choice grammar test. Over the course of six sessions, all three groups received interventionist DA strategies in teaching countable and uncountable nouns and determiners. The results of statistical data analysis showed that all three groups had significantly progressed over the study since there was significant difference between the pretest and posttest scores of each group. However, no statistically significant differences were found among the three groups’ means on the posttest of grammar. The findings have implications for language teachers and researchers of second language acquision.

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;