Assessment and Practice in Educational Sciences

The objective of this study was to investigate the effect of online and offline blended teaching on Iranian EFL learners’ reading comprehension across proficiency levels. A sequential mixed-methods design was employed, combining quantitative and qualitative phases. Sixty Iranian upper-intermediate EFL learners, aged between 18 and 34, were selected through convenience sampling and divided into two groups: an experimental group (n=30) that received blended instruction integrating online and offline tasks, and a control group (n=30) that received traditional face-to-face instruction. The Oxford Placement Test was used to homogenize participants, followed by the administration of a reading comprehension pretest and posttest. The intervention lasted for eight sessions, after which posttests and delayed posttests were conducted. Additionally, semi-structured interviews were administered to a subset of participants in the experimental group to explore their perceptions of blended learning. Quantitative data were analyzed using descriptive statistics and independent samples t-tests, while qualitative data were examined through thematic analysis. The independent samples t-test revealed no significant difference between the two groups at the pretest stage, confirming comparability in their initial proficiency. However, the posttest results showed a statistically significant difference in favor of the experimental group (t(58)=2.479, p<.001), with learners in the blended instruction group achieving higher reading comprehension scores compared to those in the control group. These results demonstrate the effectiveness of blended teaching in enhancing reading comprehension among Iranian EFL learners. The study concludes that blended teaching significantly improves reading comprehension performance compared to traditional methods. While learners expressed positive perceptions of blended instruction, they also reported challenges related to technical issues, limited feedback in writing and grammar, and concerns about its use in assessment contexts. Overall, blended teaching can be considered a promising pedagogical approach in Iranian EFL settings, provided that contextual and technological challenges are adequately addressed.

The purpose of this study was to present a model of social accountability of secondary school authorities with an emphasis on the dimension of biological and physical education. Based on data collection, this research is descriptive–analytical in nature, and regarding research orientation, it follows an inductive–deductive approach. Participants in the qualitative method of Braun and Clarke’s (2006) thematic analysis were 21 university experts, managers, and teachers from Mazandaran Province who had published relevant articles and possessed more than 10 years of experience in the field of social accountability in biological and physical education in schools. Sampling continued purposefully until theoretical saturation was reached with 19 participants. Initial interview questions were designed through a documentary study (books, articles, and related research). Before conducting each interview, the researcher first provided the interviewees with explanations regarding the subject and objectives of the study and then asked them to respond to the interview questions. It should be noted that the researcher, with due respect, requested that the interviewees themselves determine the appropriate time for the interviews so that they could respond in complete comfort. Furthermore, the researcher collected all interviews using both audio recording and note-taking. After preparing the written transcripts of the participants’ responses, the process of examining the explicit and implicit content of the collected data from statements and texts began. The aim of this process was to extract the components of the social accountability model of secondary school authorities with an emphasis on the dimension of biological and physical education, using the qualitative approach of thematic analysis. MAXQDA software was employed for analyzing the interview texts. From the analysis of 21 interviews, a total of 158 initial codes were extracted. Following the analysis, 56 selective codes and 10 sub-themes were identified. In the final stage, by reviewing the organizing themes, five overarching themes were obtained, namely: awareness and education; parental and community participation; resources and facilities; management and leadership; and the evaluation and supervision system.

The main objective of this study was to present a model of social well-being in schools for elementary students using a thematic analysis approach. Methodologically, the study falls within the category of descriptive–analytical research, and data analysis was conducted using Braun and Clarke’s thematic analysis method (2006). Data were collected through semi-structured interviews with 15 academic experts and educational administrators in Alborz Province who were knowledgeable about social well-being in schools, each having published at least two related articles and possessing more than 10 years of professional experience. These interviews were conducted using purposive sampling and continued until theoretical saturation was reached at the 12th interview. The initial interview questions were developed based on a review of library resources, official documents, scientific articles, and related research. Prior to each interview, the researcher explained the aim and subject of the study in detail to participants. To ensure their comfort and focus, the interview schedule was set in agreement with the participants. All interviews were audio-recorded with participants’ informed consent and in adherence to ethical principles, while simultaneous note-taking was also performed. The collected data were transcribed verbatim, and the process of manifest and latent content analysis was initiated. This analysis was conducted with the aim of extracting key components for presenting the social well-being model in schools for elementary students, utilizing MAXQDA specialized software. From the interview analyses, a total of 113 initial codes were extracted. After further analysis of the interview texts, 30 basic themes and 10 organizing themes were identified. In the final stage, by reviewing the organizing themes, five overarching themes emerged: school environment and atmosphere, social relationships, individual and personal interactions, cultural and educational factors, and structural and managerial dimensions.

This paper investigates the impact of computer-assisted language learning (CALL) on teaching and learning English listening and speaking skills in two distinct approaches: self-access and semi-instructed. The study explores the influence of information technology on curricula designed by teachers and on students' learning strategies. The research utilizes a case study approach involving two schools, Noor Kherad and Parto Alavi, to analyze the use of CALL materials and the interactive dynamics in each approach. The methodology includes a preliminary study, a pilot study, and the main study, employing questionnaires, interviews, and observations. Findings reveal that self-access promotes independent learning with varying proficiency levels and emphasizes independent student management of learning activities, while semi-instructed learning maintains a balance between autonomy and teacher guidance. The impact of computers on teaching and learning is analyzed in terms of materials, task design, computer roles, and teacher roles. The study contributes to understanding the interactive relationship and challenges in implementing CALL for English language skills and contributes insights into the evolving landscape of English language teaching in the information technology era.

This study investigated the effectiveness of etymological elaboration integrated with AI-based tools on idiom learning among 60 upper-intermediate Iranian EFL learners, using a quasi-experimental pretest-posttest design. Participants, selected via the Oxford Quick Placement Test for homogeneity, were randomly assigned to three groups: Experimental Group 1 (AI + Etymology), Experimental Group 2 (Etymology Only), and a Control Group (Traditional Instruction). Over six weeks, Experimental Group 1 received AI-supported instruction with personalized mnemonic aids and interactive narratives, Experimental Group 2 used traditional etymological methods, and the Control Group focused on rote memorization. Idiom knowledge was assessed through a 50-item test (25 recognition, 25 production items). Results showed significant differences in posttest scores, with Experimental Group 1 outperforming Experimental Group 2 and the Control Group. Tukey’s HSD test confirmed significant group differences. These findings highlight the synergistic potential of AI-driven tools and etymological elaboration in enhancing idiom acquisition, offering implications for innovative, culturally informed EFL pedagogy. The pedagogical implications are discussed.

The present study aimed to present a structural model of the effect of self-esteem on creativity with the mediating role of academic self-efficacy among students of the Islamic Azad University, Neka Branch. This research employed a descriptive–survey design. The statistical population included all students of the Islamic Azad University, Neka Branch, in the 2022–2023 academic year, totaling 1,653 individuals. Based on the Krejcie and Morgan table, a sample of 312 students was selected using stratified random sampling according to gender. Data collection tools included the standard Rosenberg Self-Esteem Questionnaire, the Torrance Creativity Questionnaire, and the McIlroy and Bunting Academic Self-Efficacy Questionnaire. The reliability coefficients, calculated using Cronbach’s alpha, were 0.84 for the self-esteem questionnaire, 0.78 for the creativity questionnaire, and 0.83 for the academic self-efficacy questionnaire, indicating acceptable reliability for these instruments. Data were analyzed using structural equation modeling (SEM) with Amos software. Self-esteem had a positive and direct effect on students’ creativity and academic self-efficacy. Moreover, academic self-efficacy had a positive and direct effect on students’ creativity. In addition, self-esteem influenced creativity through the mediating role of academic self-efficacy among students of the Islamic Azad University, Neka Branch. It is concluded that students with higher self-esteem and academic self-efficacy demonstrate greater creativity, employ more effective learning strategies, and ultimately achieve better performance.

The present study was conducted with the aim of designing a resilient schools model based on grounded theory. In terms of purpose, this study is applied; in terms of data type, it is mixed of the exploratory type; and in terms of nature and implementation method, it was carried out in two ways: systematic grounded theory and cross-sectional survey. The qualitative section participants consisted of experts, including university professors and senior managers of the Ministry of Education, who were sampled using a purposive approach and the snowball method until theoretical saturation was reached, and interviews were conducted with 14 individuals. The quantitative population consisted of all heads and deputies of the educational districts in Tehran, totaling 622 individuals, of whom, based on the Morgan and Krejcie table, 242 were selected as the sample size through stratified random sampling. Qualitative data were collected in the field using semi-structured interviews, and quantitative data were collected in the field using a researcher-made questionnaire. The validity of the qualitative section instrument was determined using the retest of the work procedure and the inclusion of new interviewees, and reliability was determined using the inter-coder reliability test. The validity of the quantitative instrument was assessed through face and content validity (CVR), and its reliability was measured using Cronbach’s alpha coefficient. Qualitative data were analyzed using the theoretical coding method, and quantitative data were analyzed using confirmatory factor analysis. The results indicated that the resilient schools model based on systematic grounded theory includes 22 components and 97 indicators within six dimensions of the paradigm model, as follows: the core phenomenon with three components (flexibility in capital, adaptation to continuous changes, integrated internal and external support) and 10 indicators; causal conditions with three components (resilient characteristics of students and teachers, educational content and curriculum, school leaders) and 21 indicators; contextual conditions with three components (environment, school, family) and 10 indicators; intervening conditions with three components (motivational factors, spiritual factors, organizational factors) and 12 indicators; strategies with seven components (positive communication skills between teacher and student, teaching emotional-social skills, applying cooperative learning strategies, fostering positive emotions, developing students’ strengths, creating a sense of meaning and purpose, teaching cognitive skills) and 30 indicators; and consequences with three components (improving school efficiency, student success, enhancing quality of education) and 13 indicators. Ultimately, the validity of the model, its dimensions, components, and indicators obtained in the qualitative stage was confirmed in the quantitative stage, and statistical indices confirmed the fitness of the resilient schools structural model. As a result, policymakers and stakeholders in the education system can, by applying the findings of the present study and planning to remove obstacles, take steps toward creating and strengthening resilient schools, thereby yielding positive results and outcomes for the country’s education system and the future builders of society.

Generative artificial intelligence (GenAI) is emerging as a powerful tool in second language writing assessment, offering the potential for rapid, consistent, and scalable evaluation. However, its value depends on whether its scoring reflects the nuanced judgments of experienced human raters. This study introduces the concept of calibration in the context of second language writing assessment, defined as the deliberate and iterative refinement of AI prompts, guided by statistical evidence, to align AI scoring with human evaluative reasoning. 60 essays produced by 30 upper intermediate learners of English were evaluated independently by an experienced human rater and by ChatGPT 3.5, using the English for Academic Purposes (EAP) Writing Assessment Rubric. Statistical analyses assessed inter rater agreement, score consistency, and systematic bias. In the initial baseline stage, ChatGPT 3.5 tended to act as a strict marker, applying the rubric literally and assigning lower scores than the human rater. Across three calibration stages, which included clarifying rubric descriptors, refining interpretive guidance, and incorporating representative scoring examples, the AI scoring moved closer to the human benchmark. Agreement improved from a Cohen’s kappa of 0.52 to 0.89, correlation from .76 to .94, and the mean score difference narrowed from -2.45 to - 0.95, the latter no longer statistically significant. Qualitative analysis showed a shift from a narrow emphasis on surface errors to a more balanced consideration of accuracy, organization, development, and communicative effectiveness. The results suggest that calibration offers a replicable and evidence-based approach to integrating generative AI into second language writing assessment, enhancing the fairness, validity, and reliability of AI assisted evaluation.