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In the last decade, the tendency to use Blended learning across the globe has grown steadily due to its benefits and attributes, and to address the weaknesses of e-learning and face-to-face Instruction. The purpose of this study was to investigate the effect of Blended Learning based on Gardner's multiple intelligences on students' learning and to compare it with the face-to-face approach. The study population included all students enrolled in Tehran Farhangian University of Primary Education. This quasi-experimental study was carried out with pretest-posttest with  a control group in the academic year of 2016-2017. A total of 40 female college students participated in this study. They were selected by the available sampling method and randomly divided into two groups. Data collecting tools was a questionnaire of multiple intelligence profiles with 80 items, a questionnaire measuring the level of learning by comparing pre and post-test. Both experimental and control groups trained in eight 90-minute sessions. The control group was taught using face-to-face traditional Instruction and the experimental group along with Blended learning and network-based learning, went under Blended Instruction based on multiple intelligences using articulate engage software with educational media (text, audio, image, animation and video). To design learning activities, learners were grouped according to their predominant intelligence, which was measured through the multiple intelligence profile. In both groups, the pre-test and post-test were the same academic achievement. Data analysis was performed using SPSS 19 software. Findings of the research indicate that the level of students' learning in the experimental group has significantly increased in comparison with the control group after having participated in the Blended Learning based on multiple intelligences

Purpose : The present research was conducted with the aim of investigating the relationship between problem solving skills with self-efficacy and social adjustment of Kermanshah female students. Methodology : This research in terms of purpose was applied and in terms of implementation method was cross-sectional from type of correlational. The study population was female high school students in Kermanshah city in the 2021-2 academic year with number 4100 people, that the sample size based on Krejcie and Morgan table was estimated 350 people who were selected by cluster method. Data were collected with using the problem solving skills inventory (Hepner and Patterson, 1982), self-efficacy scale (Scherer et al., 1982) and social adjustment subscale in adjustment inventory (Sinha & Singh, 1993) and their face validity was confirmed by experts and their reliability was determined by Cronbach's alpha method were obtained 0/80, 0.82 and 0.87, respectively. To analyze the data were used from the methods of Pearson correlation coefficients and multiple regression with enter model in SPSS software. Finding : The findings showed that problem solving skills and its dimension including problem solving confidence, approach-avoidance style and personal control had a positive and significant correlation with self-efficacy and social adjustment of female students. Also, the findings showed that the dimensions of problem solving skills were able to significantly predict the self-efficacy and social adjustment of female students (P<0.001). Conclusion : The results indicated the effective role of problem solving skills in predicting self-efficacy and social adjustment of female students. Therefore, education system specialists and planners to improve their self-efficacy and social adjustment can promote their problem-solving skills.

The present study aimed to evaluate a new model of students' emotions in which the role of teachers' social-emotional competencies, social teaching practices, and their emotions was considered. To this aim, 303 six-grade students (150 females and 153 males) and their teachers were selected as the participants from Yazd in 2018. Then, the students were asked to answer a questionnaire on the students' emotion, whether positive or negative, and the teachers completed two questionnaires on social-emotional competencies, social teaching practices, and their emotion. Structural equation modeling was used to analyze the data. Results indicated that teachers who had social-emotional competencies and the ability to complement their social teaching practices could experience more positive emotion and interactions with their students. In addition, their students experienced positive classroom atmosphere, which stimulated the students' motivation. Finally, it was concluded the teachers' social-emotional teaching competencies played an indirect effect on the students' emotion via the teachers' positive emotions.

In this article I review principles and practical aspects of language assessment in foreign language (FL) learning, more specifically with a focus on Computer-Assisted Language Learning (CALL) and other contexts in which computers are used as a means for distance learning and for language assessment (Computer-Aided Assessment - CAA). Assessment constitutes an essential dimension of learning experiences and it is an aspect of most formal processes of language teaching and learning. Language assessment may involve language testing, as well as other procedures and instruments such as observations, performance tasks, portfolios and self-evaluation, and by combining information from various sources of assessment one is able to obtain more valid and reliable results. I draw on the literature on CALL and on language assessment, and on data collected within the scope of the Teletandem Brazil Project: foreign languages for all (henceforth TBP), to support my position on principles that may or may not characterize language assessment in the context of teletandem interactions. CAA is defined as any type of activity in which computers are used to support a process of assessment apart from and beyond their simple function to store and transmit information. CAA helps faster assessment, increases the quality and quantity of information detected and maximizes the provision of feedback about language assessment processes. In the TBP project, undergraduate students from a Brazilian university interacted with students from universities abroad, by means of computer programmes for synchronous communication, microphones and webcams. Besides the claims about CALL from the literature, I make reference to teletandem interactions in both EFL and Portuguese as a foreign language, considering occasions in which teletandem agents evaluate each other linguistic performances. I also analyse a questionnaire for evaluation in teletandem, which does not focus on language assessment but rather on the experience of interacting in the teletandem context and on the tools used for communication. No clear distinctions were found to exist between CAA and more traditional procedures for language assessment. Principles for CAA seem to combine traditional bases for language assessment and testing with a number of pedagogical principles that underpin distance learning. Nevertheless, CALL and CAA can contribute in various aspects of language education, especially when large numbers of learners are involved in teaching and learning processes. However, these principles do not characterize a new paradigm in language assessment, since the linguistic criteria on which teletandem agents base their evaluation are very similar to criteria that underpin language assessment and testing by means of paper-and-pencil tests, for example. I conclude the article indicating the need for further investigation and the establishment of principles for language assessment in electronic contexts.