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The current research was conducted to identify the factors affecting parental involvement in blended learning environments. After determining the search strategies, related sources were perused in ProQuest, Eric, EBSCOhost and Google Scholar databases from 2015 to 2020. To maximize the relevance of the search algorithms, the determined keywords and all their possible combinations were used with OR and AND operators. Then, by using different methods of refining the databases and through utilizing inclusion and exclusion criteria of the study, the related sources were selected. The quality of the studies was assessed via STROBE checklist. Among 119 studies, 20 studies were identified and selected for the purpose of final analysis. The findings indicated that the main mechanisms of parental involvement including organizing, monitoring, motivating, instructing and management at home can be useful in blended learning environments and help students do their assignments. The results also demonstrated that: (a) schools with a blended learning approach to parental involvement mechanisms can integrate the Learning Management System (LMS) into schools through online technology; (b) there are links between parental involvement mechanisms and students’ achievement in blended learning environments at schools; however, more research is required; and (c) the present study offers specific suggestions for further research.

This synthesis research has aimed to identify the features of blended learning environments which support self-regulatory learning strategies in high school students. The statistical population was derived from five foreign databases, consisting of 128 articles from 2017 to 2020. The data obtained were integrated using Sandelowski & Barroso's meta-synthesis method (2005). STROBE Checklist was used to control the quality of the study, and 22 articles were identified and selected for the final analysis. As indicated by the results, first of all, the frameworks used in the studies describe blended learning environments from the point of view of motivational strategies and learning strategies, and based on such a description, a starting point is provided for future research in order to overcome designing problems regarding students' self-regulatory strategies in blended learning environments. Secondly, other studies and research will also benefit from this analytical approach for the description and support of self-regulatory learning in blended learning environments. The capability to describe blended learning environments in a systematic fashion opens doors for a series of practical interventions, this facilitating further studies in the self-regulatory field. This will help designers address learners' self-regulatory strategies with greater accuracy.

The goal of this study was to examine the impact of assistant robot teacher on improving productive English skills emphasizing on Communicative Language Teaching (CLT) by research synthesis method. The research was applied one; and considering the the way of implementation, it was synthesis in qualitative part and semi-experimental in quantitative part.

The research population was 150 students in 10th grade of high schools of Ghazvin in 2018-2019 educational year. This part was done based on 6 steps of synthesis research.  The first step was identifying entrance criterions; the type of research was qualitative-quantitative, the geographical domain was all around the world; the year of foreign publications was 2002 and the year for Persian ones was 2015 till now; and the type of document was all theories and approaches of theoretical and review researches published in an authentic book. In second step that was investigating, more than 20 key words were explored by the means of internal and external data bases. The third step was analyzing and the whole text of all books was searched; at the end, 40 books were remained to be tried for the next step. In fourth step that was coding and surveying, the analyzed books were ordered based on the relationship with the research goal. In the fifth step that was evaluation, 14 books were selected for synthesis based on two criterions, quality and relationship. In sixth step that was synthesis, a new model was created and presented.  34 participants were selected by systematic sampling as devoting codes, after implementing diagnostic test and homogenizing the students. The instruments in qualitative part was note taking of related resources, after literature analysis; extracted elements as learning tasks in lesson plan form in relation with productive skills based on 10th book were carried out at 8 sessions. The method in quantitative part was semi-experimental with experimental and control groups. The materials in quantitative part were English tests for assessing productive skills. In quantitative part, lesson plans were taught, one class using robot assistant teacher and the other without using it by holding up pre-test and post-test. For data analysis in quantitative part, independent-samples T test and MANCOVA were used.

The qualitative findings included extracting the elements of CLT in teaching English. The quantitative findings showed that the mean of squares are the same for speaking and writing skills of 10th grade high school students in pre-test for both control and experimental groups, but being different in post-test for both.

The results of research in qualitative part leaded to designing Communicative Language Teaching model including 3 main elements of interactional, tools and human ones, and 7 sub-elements including division of labor and object for interactional element, rules and mediating artifacts for tools element and subject and community for human element. The results  of quantitative part showed that using assistant robot teacher in teaching English improves productive skills including speaking and writing ones as it is an important step for implementing foreign language teaching approach, which is CLT mentioned and emphasized in the national curriculum being so affective in learning English productive skills.