حسن علیزاده محمودعلیلو

Given the transformative potential of technology-enhanced methods in language education, this study investigated the effect of AI-scaffolded learning-oriented assessment (LOA) on Iranian EFL learners' vocabulary acquisition. A quasi-experimental design was employed, with 40 male intermediate-level learners non-randomly assigned to an experimental group (AI-supported Nearpod platform with adaptive scaffolding) and a control group. The Oxford Placement Test ensured homogeneity, while the Vocabulary Knowledge Scale measured vocabulary gains. The experimental group received AI-driven scaffolding, including real-time adaptive feedback, tiered support, and interactive peer-review tasks aligned with LOA principles. Statistical analysis revealed a significant difference in post-VKS scores (M = 130.05) for the experimental group compared to the control group (M = 99.85), with a large effect size (t = 39.38, p < .001, d = 1.96). These results demonstrate that AI-scaffolding, when integrated with LOA, substantially enhances vocabulary learning by personalizing feedback and promoting active engagement. The study highlights the efficacy of AI tools like Nearpod in EFL contexts while underscoring the importance of pedagogical design, such as balancing automation with teacher guidance, to maximize learning outcomes. These findings advocate for the strategic adoption of AI-scaffolded LOA in language curricula, though challenges like digital literacy and equitable access warrant further exploration.

Given that technology-enhanced assessment has transformed language education by providing adaptive and interactive evaluation methods, the current research aimed to examine the comparative effects of Computerized Dynamic Assessment (CDA) and Computerized Formative Assessment (CFA) on vocabulary learning and academic buoyancy among Iranian EFL learners. Employing a quasi-experimental, non-equivalent groups pre-test-post-test-control group design, the study involved 60 intermediate male EFL learners aged 15–24 recruited from two language institutes in Tabriz, Iran. Participants were assigned to CDA, CFA, and control groups. The Oxford Placement Test determined proficiency levels, while the Vocabulary Knowledge Scale and Academic Buoyancy Scale assessed vocabulary acquisition and buoyancy, respectively. The CDA group engaged in dynamic, adaptive scaffolding through Adobe Captivate software, while the CFA group used Google Forms and Quizlet for formative feedback. The control group received traditional instruction. Results from ANOVA indicated that CDA and CFA significantly enhanced academic buoyancy, with no significant difference between them. However, CDA demonstrated superior vocabulary retention compared to CFA. These findings highlight CDA's effectiveness in fostering vocabulary acquisition through tailored mediation and CFA’s role in promoting self-regulation and academic buoyancy. The study underscores the importance of integrating adaptive assessment models in EFL instruction to optimize cognitive and affective learning outcomes.

Foreign language vocabulary learning is challenging and requires using an appropriate method. To this end, this study aimed to investigate the effect of listening and viewing BBC News lessons as a teaching and learning tool on high school EFL learners’ vocabulary learning. This quasi-experimental research was carried out in the twelfth grade of Shohada high school in Kalybar city in East-Azarbijan, Iran. Forty two high school EFL learners were chosen as participants from two intact classes. The homogeneity of the classes was checked through a KET test. Then, they were randomly assigned into the experimental (n=19) and control (n=23) groups. Target words were selected from the eight BBC News lessons for both groups. The unfamiliarity of these words to the learners was found through the Vocabulary Knowledge Scale. The experimental group experienced vocabulary learning through watching and listening to the BBC News lessons; while, the control group received the same target words through the traditional method. A vocabulary-based post-test was administrated after the treatment. The result of Independent-Samples t-test on the post-test scores of both groups revealed the significant outperformance of the experimental group compared to the control group. Practical implications are presented to teachers, researchers, and learners.