درخت حوزه‌های تخصصی

The present study aimed to determining the role of senior high schools in the preparation of students to transfer to university. By using an exploratory mixed method approach, we combined qualitative content analysis with descriptive quantitative method. In the qualitative part, the study population includes 9929 senior high school teachers of Tabriz and 891 professors of Tabriz University, and in the quantitative part, it includes 2013 students of Tabriz University in the academic year 2019-2020. The participants of the qualitative part are 16 people and the quantitative part is 325 people based on the Krejcie- Morgan, which was selected by simple random sampling. In order to collect data in the qualitative part, a semi-structured interview, and in the quantitative part, a researcher-made questionnaire based on the findings of the qualitative part was used. The reliability of the quantitative part by using the internal reliability of 0.93. For data analysis, colaizzi's method analysis was used in the qualitative part,and descriptive and inferential statistics tests (Friedman's ranking and sample TT) were used in the quantitative part. Based on qualitative findings, the role of senior high schools in preparing students for transfer to university included academic adaptation, environmental adaptation, individual-emotional adaptation, pre-transitional preparation, and organizational-managerial factors of educational system. The findings of the quantitative part from perspective of the first-year students, indicated status quo of organizational-managerial factors of educational system, pre-transitional preparation, and individual-emotional adaptation was unfavorable while factors of academic and environmental adaptation had moderate situation. According to the results of Friedman test, environmental adaptation was in the highest rank followed by academic adaptation, organizational-managerial factors of educational system, individual-emotional adaptation, and pre-transitional preparation in the next ranks. Combining quantitative and qualitative methods, in this study, caused different aspects of preparing students for transfer to university through senior high schools were identified, and finally, solutions for preparing students to university were presented.

Individual and collaborative assessments have engaged all researchers' attention over the last century. This study explored the probable improvement in Iranian EFL learners' writing with respect to individual and collaborative self-assessment training as well as examining the effect of gender on assessment training. The participants in this study were 80 (40 males, 40 females) English learners in a language institute. This sample was divided into four equal groups. Two groups worked on assessment individually, and two groups performed assessment collaboratively. Data were collected from a self-assessment questionnaire and writing scores based on IELTS task 1 writing band score descriptors and Magoosh Essay Rubric for the GRE and GMAT. Results revealed the positive effect of collaborative assessment training on writing. Additionally, the Two-Way Analysis of Variance (Two-Way ANOVA) indicated that the female participants in the collaborative group outperformed males in the same group. The study provides implications for teachers and institutional policymakers in how to improve English learners’ writing proficiency.