مطالب مرتبط با کلیدواژه

dynamic assessment


۱.

Examining Iranian EFL Learners' Knowledge of Grammar through a Computerized Dynamic Test(مقاله علمی وزارت علوم)

نویسنده:
منبع: Issues in Language Teaching (ILT), Vol. ۳, No. ۲, December ۲۰۱۴

کلیدواژه‌ها: Sociocultural theory Vygotsky dynamic assessment computerized test Iranian learners

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تعداد بازدید : ۷۴۶ تعداد دانلود : ۳۹۷
Dynamic assessment (DA) which is rooted in Vygotsky’s (1978) sociocultural theory involves the integration of instruction and assessment in a dialectical way to achieve two main purposes: enhancing learners' development and understanding about their learning potential. However, the feasibility and appropriateness of mediation are two main concerns of DA. The former is concerned with the application of DA for a large number of students, while the latter is concerned with providing test takers with appropriate hints. The purpose of the current study was three-fold: to examine the difference between dynamic and nondynamic tests, to understand about test takers' potential for learning, and to find out how mediation works for high and low ability students. To achieve these aims, computer software was developed. The software is capable of both providing the test takers with graduated hints for each item automatically, and adapting the overall difficulty level of the test to the test takers' proficiency level. To test the efficiency of the software in employing dynamic assessment, 83 Iranian university students participated in the study. The results of the study indicated that the computerized dynamic test made significant contribution both to enhancing students' grammar ability and to obtaining information about their potential for learning. Based on the findings of the study, it can be concluded that the use of dynamic assessment can simultaneously lead to the development of the test takers' ability and provide a more comprehensive picture of learning potential. Accordingly, teachers are recommended to use dynamic assessment to make more informed decisions about their students.
۲.

Investigating Dynamic Writing Assessment in a Web 2.0 Asynchronous Collaborative Computer-Mediated Context(مقاله علمی وزارت علوم)

نویسنده:
منبع: Iranian Journal of Applied Linguistics (IJAL) Vol. ۱۹, No. ۲, September ۲۰۱۶

کلیدواژه‌ها: dynamic assessment Web 2.0 Vocabulary complexity Syntactic complexity Quantity of overall information Patterns of interaction

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تعداد بازدید : ۶۹۸ تعداد دانلود : ۴۲۵
This study aims at investigating the effect of dynamic assessment (DA) on L2 writing achievement if applied via blogging as a Web 2.0 tool, as well as examining which pattern of interaction is more conducive to learning in such an environment. The results of the study indicate that using weblogs to provide mediation contributes to the enhancement of the overall writing performance, vocabulary and syntactic complexity, and quantity of overall information presented in a single paragraph. That is to say, DA procedures are applicable via Web 2.0 tools and are advantageous to L2 learners’ writing suggesting that L2 practitioners and instructors should actively consider the integration of Web 2.0 technology into L2 education system using DA. Moreover, the collaborative pattern of interaction as compared to expert/novice, dominant/passive, and dominant/dominant patterns is found to be more conducive to fostering writing achievement in the asynchronous computer-mediated communication environment.
۳.

The Effects of Computerized Dynamic Assessment on Promoting At-Risk Advanced Iranian EFL Students’ Reading Skills(مقاله علمی وزارت علوم)

نویسنده:
منبع: Issues in Language Teaching (ILT), Vol. ۴, No. ۲, December ۲۰۱۵

کلیدواژه‌ها: dynamic assessment computerized dynamic assessment at-risk learners reading skills Zone of Proximal Development

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Dynamic Assessment (DA) is theoretically framed within Vygotsky’s Socio-Cultural Theory (SCT) and relies on reunification of assessment and instruction. This process-oriented study of reading comprehension aims at investigating the impacts of applying computerized dynamic assessment (C-DA) which is an ongoing strand of DA on promoting at-risk advanced Iranian EFL students’ reading skills. The sample of this study comprised of 32 advanced BA students selected based on convenience sampling from Teaching English as a Foreign Language (TEFL) undergraduates from a university in Iran. In this study, the DIALANG software and the Computerized Dynamic Reading Test (CDRT) were utilized to identify the individuals’ proficiency level and to examine the effectiveness of the enrichment program (EP) in DA respectively. Upon completion of the CDRT, the learners were presented with two mediated and unmediated scores. The formula called Learning Potential Score (LPS) was also utilized in order to measure the students’ potential for learning. Analysis of the results showed that a pretest (unmediated) score was a sufficient indication neither for measuring individuals’ ability nor for preparing an effective lesson plan for them. The findings of this investigation may prove to be significantly useful for those who are concerned about individuals requiring a lot of attention, that is, at-risk or retarded learners within the realm of DA.
۴.

On the Role of Dynamic Assessment on Promotion of Writing Linguistic Accuracy among EFL Learners: An Interventionist Model

نویسنده:
منبع: Research in English Education Volume ۴, Issue ۲ (۲۰۱۹) 14-28

کلیدواژه‌ها: dynamic assessment interventionist sandwich format zone of proximal development (ZPD) writing linguistic errors

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This study is conducted under the domain of Vygotskian Socio-cultural Theory (SCT) of mind and the notion of dynamic assessment to elevate the linguistic accuracy of EFL learners’ writing skill. 40 homogenous intermediate EFL learners from four intact classes were divided into two dynamic assessment (DA) and non-dynamic assessment (NDA) groups. As a pre-test, the participants were given writing topics during a course to assess their writing linguistic abilities. After analyzing and scoring the compositions’ errors based on four consecutive stages to error analysis and a model of linguistic errors (grammatical, syntactic, substance, and lexical), the type and frequency of errors’ sub-categories related to each category (n=516) was detected. Afterwards, the DA group went through intervention/mediation (interventionist dynamic assessment) based on their pre-test errors in five sessions, while non-dynamic assessment group received no mediation and feedback. The pre-test-mediation-post-test design (sandwich model of dynamic assessment) was used in this study. After mediation, as a post-test, both groups entered the second course of language learning and like pre-test their compositions during the course were analyzed and scored to see the effect of dynamic assessment on learners’ writing ability. Analysis of data through descriptive statistics and statistical analysis showed that the experimental group who received mediations, unlike control group, solved their writing difficulties extensively and outperformed the control group with a significant difference. In other words, application of DA as an alternative procedure to standard testing has a positive effect on both test performance and writing linguistic accuracy of EFL learners.
۵.

Cultivating Grammar Knowledge of EFL Learners through Informed Peer-Dynamic Assessment

نویسنده:
منبع: Research in English Education Volume ۴, Issue ۳ (۲۰۱۹) 70-83

کلیدواژه‌ها: dynamic assessment Informed Peer-dynamic assessment Grammar learning EFL Learners

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The present study set out to investigate if informed Peer Dynamic Assessment (P-DA), as an alternative to Dynamic Assessment (DA), can cultivate grammar learning of Iranian intermediate EFL learners. To accomplish the objectives, two intact classes including 15 female students, aged from 16 to 20, were selected and randomly assigned into two groups, namely, experimental and control at Iran Language Institute in Khorram Abad City, Lorestan Province. The experimental group was trained on principles and procedures of P-DA during two sessions to make sure that the participants know how to provide their peers with graduated feedback appropriately. Next, they were teamed up in groups of three in order to work on a number of grammatical structures embedded in their course book for ten sessions. In contrast, the control group worked on the same grammatical structures according to traditional approaches wherein feedback was given unsystematically by the teacher. Furthermore, three parallel grammar tests, designed and developed by a panel of well-experienced EFL teachers, were administered as pre-test, post-test, and delayed post-test to measure the participants’ grammar knowledge prior and after the instructions. The collected data were analyzed using ANCOVA test. Results revealed that there was a statistically significant difference between the experimental and control groups in terms of gain scores on the post-test. In addition, the findings indicated that the experimental group outperformed the control group on the delayed post-test. In light with the findings, some pedagogical implications were presented for EFL teachers and learners.
۶.

The Effect of Dynamic Assessment of Toulmin Model through Teacher- and Collective-Scaffolding on Argument Structure and Argumentative Writing Achievement of Iranian EFL Learners(مقاله علمی وزارت علوم)

نویسنده:
منبع: Iranian Journal of Applied Language Studies,Vol ۱۱, No. ۲, ۲۰۱۹ 115-140

کلیدواژه‌ها: dynamic assessment Toulmin Model Teacher-Scaffolding Collective-Scaffolding Argument Structure Argumentative Writing Achievement

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تعداد بازدید : ۲۷۵ تعداد دانلود : ۱۸۰
Considering the paramount importance of writing logical arguments for college students, this study investigated the effect of dynamic assessment (DA) of Toulmin Model through teacher- and collective-scaffolding on argument structure and overall quality of argumentative essays of Iranian EFL university learners. In so doing, 45 male and female Iranian EFL learners taking part in the study were randomly assigned into three groups (two experimental groups including the teacher- and collective-scaffolding and one control group), each consisting of 15 learners. Toulmin Model of argumentation was used as an instructional tool in this research. The necessary data were collected through a pre- and post-test argumentative essay. During the experiment, the dynamic assessment groups wrote and revised their essays in response to teacher’s or peers’ supportive dialogue and zone of proximal development (ZPD) sensitive feedback on the argument structure of their essays; whereas, the control group did not receive such mediation and they were evaluated on their own independent performance. The results of statistical analyses carried out on post-test scores on argument structure and overall quality of the essays pointed out to the outperformance of the teacher- and collective-scaffolding groups on both variables. Furthermore, follow-up Post-hoc analyses revealed no significant difference between the teacher- and collective-scaffolding groups in terms of the overall quality of the argumentative essays. However, the statistically significant difference between the two experimental groups with regard to the argument structure indicated the outperformance of the teacher-scaffolding over the collective group. The obtained results support the fact that autonomy and improvement cannot be thrust upon learners, rather they need to be assisted wisely towards independence.
۷.

On the Development of a Software towards Ameliorating Iranian EFL Learners' Reading Proficiency

نویسنده:
منبع: international Journal of Foreign Language Teaching & Research, Volume ۷, Issue ۲۸, Winter ۲۰۱۹ 11-22

کلیدواژه‌ها: Reading Comprehension Software ZPD dynamic assessment Technology

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تعداد بازدید : ۳۲۴ تعداد دانلود : ۲۰۸
This article presents the outcomes of how Dynamic Assessment (DA) may be organized to function within a class’s Zone of Proximal Development (ZPD). The testing field also has recently undergone noticeable changes leading to a shift to use technology that is emerged in our era. The study investigated college students’ barriers and motivations for testing reading comprehension ability using the newly designed software. To this end, 30 participants were interviewed and the related data were analyzed thematically to identify emerging themes relating to the current status of the new testing environment. Four themes emerged relating to potential barriers and motivations and the results showed that working with the software provided positive experiences of working in a supportive environment. The study found that using the newly designed software in the classroom generally enhances learning and other outcomes. This novel software does not only aim to reduce barriers in conventional testing environment but also highlights the positive aspects which enhance motivation.
۸.

The Effect of Interactionist vs. Interventionist Models of Dynamic Assessment on L2 Learners’ Pragmatic Comprehension Accuracy and Speed(مقاله علمی وزارت علوم)

نویسنده:
منبع: Issues in Language Teaching (ILT), Vol. ۹, No. ۱, June ۲۰۲۰ 279 - 320

کلیدواژه‌ها: dynamic assessment interactionist DA interventions DA pragmatic comprehension accuracy pragmatic comprehension speed

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Various models of Dynamic Assessment (DA) have been used in L2 pragmatic instruction and have proved their significant contributions to pragmatic production; however, there is a paucity of research regarding their implementation for pragmatic comprehension. Therefore, this study sought to investigate the effects of interactionist and interventionist models of DA on the accuracy and speed of pragmatic comprehension among a convenience sample of 60 advanced EFL learners who were randomly assigned into two DA groups and a control group. A listening pragmatic comprehension test developed and validated by Garcia (2004) was used both as a pretest and as a posttest. During the 14-session treatment, the interactionist DA group received metapragmatic instruction about 28 conversations, and learners interacted with each other and the teacher. Assistance and scaffolding were continuously provided by the teacher as the more knowledgeable other (MKO) within the learners’ Zone of Proximal Development (ZPD). The interventionist DA class received its treatment based on DA procedures as presented by Lantolf and Poehner (2010). However, the Non-DA group only received metapragmatic instruction about the conversations from the instructor without any DA-based intervention or interaction. Data analysis using one-way ANCOVA revealed that study groups differed in their pragmatic comprehension accuracy and speed: DA groups significantly outperformed the control group. The interventionist DA group did significantly better than the interactionist DA group for pragmatic accuracy but nor for pragmatic comprehension speed. The pedagogical implication of the study is that teachers can utilize interventionist and interactionist DA to foster learners’ pragmatic comprehension accuracy.
۹.

Gender-based Study of Learners' Reading Ability Through Dynamic Assessment (DA): Guthke's Lerntest approach in focus

نویسنده:
منبع: international Journal of Foreign Language Teaching & Research, Volume ۲, Issue ۷, Autumn ۲۰۱۴ 47 - 53

کلیدواژه‌ها: dynamic assessment 039 s Lerntest approach reading ability Zone of Proximal Development

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تعداد بازدید : ۲۸۳ تعداد دانلود : ۱۶۲
The intention of the present paper is to seek whether gender has any impact on the effectiveness of applying Guthke's Lerntest approach in reading comprehension. For this purpose, after selecting 60 intermediate EFL learners, they were arbitrarily categorized to four clusters of males and females, two experimental and two control groups, each consisting of 15 male and 15 female learners. Both control and experimental groups took part in a reading performance class, but just the main groups (experimental) were subjected to interventionist model of dynamic assessment (DA) on their reading tests, and control groups were assessed through static testing method. A pretest and a posttest were given to the intermediate level and, a questionnaire comprising 16 items was given to the experimental groups to elicit their attitudes towards the application of Guthke's Lerntest approach. To examine the hypotheses of the current research, independent t-test and Likert -scale were used. The results of the study revealed that EGM and EGF learners were not very much different with regard to their performances on the reading post-test. In addition, the learners held highly positive attitudes towards DA practices in their EFL setting.
۱۰.

Impact of Dynamic Assessment on Iranian EFL Learners' Picture-cued Writing

نویسنده:
منبع: International Journal of Foreign Language Teaching & Research, Volume ۴, Issue ۱۳, Spring ۲۰۱۶ 129 - 144

کلیدواژه‌ها: dynamic assessment graduated prompting procedure picture-cued writing task

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In Iran, most English teachers’ method of teaching writing is merely to have students do some writing exercises or simply to give them writing tests without any instruction, but writing is not an easy task for students, and teachers should be able to do more to facilitate their students’ writing. One of the ways to aid writing is dynamic assessment via graduated prompt. The graduated prompting procedure provides intervention in the form of predetermined standardized prompts that are sequenced from general to more specific. The present study aimed at investigating the effect of DA on the improvement of Iranian intermediate EFL learners’ picture-cued writing tasks. The study was conducted with 35 Iranian EFL learners (male and female) who were randomly selected from an available population pool of 70 EFL learners enrolled in two language institutes in Esfahan, Iran. The data were collected via a pretest, a posttest and a questionnaire. The analysis of the test scores through t-test revealed that the experimental group did statistically better in the test. Furthermore, almost all of the participants held positive attitudes toward writing, and their confidence in their own English writing ability increased. The implication of the study is that dynamic assessment via graduated prompt can be incorporated into the regular writing program.
۱۱.

Upper-intermediate and Advanced EFL Learners’ Reciprocity to Mediation: A Dynamic Listening Assessment(مقاله علمی وزارت علوم)

نویسنده:
منبع: Applied Research on English Language, V. ۶ , N. ۴ , ۲۰۱۷ 523 - 542

کلیدواژه‌ها: dynamic assessment listening Mediation proficiency level Reciprocity ZPD

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The present study aimed to capture and represent the mediator-learner’s interaction in the development of listening proficiency and statistically compare this interaction between high and low proficient English as a foreign language (EFL) learners. Thirty EFL learners participated in Oxford Quick Placemat Test (OQPT) and the Interactions/Mosaic Listening Placement (IMLP) Test to select those whose proficiency levels and listening skills were based on the placement guide of the tests, at upper-intermediate and advanced levels. Out of 30 learners, 12 learners (upper-intermediate level=6, advanced level=6) volunteered to participate in individualized tutoring sessions. The study adopted an interactionist Dynamic Assessment (DA) approach and implemented a qualitative research methodology to reveal the frequency and quality, the two criteria to interpret the learners’ developments and Zone of Actual/Potential Development (ZAD/ZPD) functioning, of mediator-learner’s interaction. The amount and quality of moves made by learners to complete the task were reported in quantitative data. Statistical analyses were run to examine whether the ability level may affect the responsiveness of learners to mediation. Findings of the study revealed that 17 reciprocity moves were identified that promoted the development of listening abilities of upper-intermediate and advanced level learners. It is also revealed that the upper-intermediate learners showed more responses as compared to the advanced learners.
۱۲.

Improving EFL Learners’ Performance on Receptive-Response and Productive-Response Listening Comprehension Items through Diagnostic vs. Dynamic Assessment(مقاله علمی وزارت علوم)

نویسنده:
منبع: Teaching Language Skills (JTLS), Volume ۳۹, Issue ۳.۱, fall ۲۰۲۰ 217 - 252

کلیدواژه‌ها: Diagnostic Assessment dynamic assessment listening comprehension Productive-Response Items Receptive-Response Items

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Listening comprehension is a challenging skill in EFL contexts and it is necessary to research various aspects of this skill. Therefore, this study tried to investigate EFL learners’ progress on two types of listening comprehension items, receptive-response and productive-response, through diagnostic assessment (DIA) and dynamic assessment (DA). To do this, a Nelson proficiency test was administered among 120 EFL students in six classes, out of which, 90 students whose scores were in the acceptable range were selected. The classes were then randomly divided into three groups of control, DIA, and DA. As the pretest, a KET listening test in two sections of receptive-response and productive-response items was used to check the learners’ initial performance. Next, as for the treatment, in the DIA group, the learners took four listening tests with receptive-response and productive-response items in the form of test-feedback; in the DA group, the learners took the same four tests in the form of test-mediation-retest, and in the control group, the learners practiced receptive-response and productive-response items after each listening activity. At the end of the study, another KET listening test in two sections of receptive-response and productive-response items was administered to the participants to investigate the three groups’ progress from pretest to posttest. Finally, two repeated-measures two-way ANOVAs and one MANOVA were run, and the results showed that both DIA and DA resulted in significant improvements in the learners’ performance on both receptive-response and productive-response listening items; however, the difference between the two types of assessment was not significant.
۱۳.

The Effect of Critical Thinking-Oriented Dynamic Assessment on Iranian EFL Learners' Learning Potential: A Study of Reading Comprehension Skill(مقاله علمی وزارت علوم)

نویسنده:
منبع: Teaching Language Skills (JTLS), Volume ۴۰, Issue ۲, Spring ۲۰۲۱ 193 - 227

کلیدواژه‌ها: Critical thinking dynamic assessment Learning Potential Score Mediation Reading Comprehension ZPD

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تعداد بازدید : ۴۸۰ تعداد دانلود : ۲۸۴
The present study is part of a Ph.D. program that explores the possible effect of critical thinking-oriented dynamic assessment (CT-DA) on learners' learning potential in reading comprehension skills. 21 Iranian language learners who were homogenized in terms of their language proficiency, reading comprehension, and critical thinking abilities participated in this study. Learners were divided into three groups of CT-DA, dynamic assessment (DA), and Control group. While learners in CT-DA received mediation loaded with critical thinking techniques, learners in DA group received dynamic assessment mediation, and learners in the Control group did not receive any mediation. The analysis of the results revealed that DA and CT-DA significantly improve learners' reading potential scores. Moreover, significant differences between the Learning Potential Score (LPS) of DA and CT-DA groups were found, denoting the better performance of participants who received a critical thinking-oriented dynamic assessment. Finally, the qualitative analyses led to the detection of eleven mediational strategies which nurtured the development of the reading comprehension ability of L2 learners during CT-DA. The article concludes with suggestions for further research on dynamic assessment and critical thinking in second/foreign language development.
۱۴.

Impact of Dynamic Assessment Principles on Learning and Retention of Conditional Sentences among Iranian Intermediate EFL Learners(مقاله علمی وزارت علوم)

نویسنده:
منبع: جستارهای زبانی دوره دوزادهم آذر و دی ۱۴۰۰ شماره ۵ (پیاپی ۶۵) 577-551

کلیدواژه‌ها: Conditional Structures dynamic assessment Mediation Sandwich Format DA

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The major purpose of the present study was to uncover if the structural complexity of type I and type II conditionals can greatly be mitigated by applying the sandwich format of dynamic assessment (DA). More specifically, this study aimed at investigating the contributory role of DA in improving intermediate EFL learners’ acquisition of conditional structures. To this end, a quasi-experimental pretest- posttest design was utilized. From the target population of students studying English at one of language institutes in Isfahan, two intact classes were selected based on a convenient sampling method. The age of the participants was between 19 and 24. Subsequently, they were randomly assigned to two equal groups receiving their instruction through the present, practice, produce (PPP) method, and the treatment group members were exposed to the sandwich format of DA. The findings revealed that the students in the experimental group significantly outperformed those in the control group on the immediate and delayed post-test. The results indicated that interaction, mediation, and feedback were important factors helping EFL students overcome the challenging task of learning conditionals. Notably, the findings may have important implications for EFL, learners, teachers, and materials developers.
۱۵.

Dynamic Assessment of EFL Learners’ Reading Strategies: Introducing ‘Sauce’-Format Mediation(مقاله پژوهشی دانشگاه آزاد)

نویسنده:
منبع: The Journal of English Language Pedagogy and Practice, Vol.۱۴, No.۲۸, Spring & Summer ۲۰۲۱ 28 - 47

کلیدواژه‌ها: dynamic assessment Reading Strategies sauce-format mediation assesstruction mediation box

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Sandwich and cake formats of interventionist Dynamic Assessment suffer from two problems: both are time-demanding, and the intervention presented to the learners varies from one learner to another.  To suggest a solution to the above problems in teaching and assessing reading strategies, the present researchers have introduced ‘sauce’-format mediation through which intervention is provided for the learners within ‘mediation boxes’ along the test. Thirty Iranian intermediate EFL learners participated in the study. They were first given a non-mediated reading pretest, and then they took the same test along with a ‘mediation box’ following each question to observe the probable effect of ‘sauce’-format mediation.  To measure the transcendence of the given mediation, the participants answered a non-mediated delayed posttest at the end.  Comparing the means of the mediated posttest and non-mediated pretest on the one hand and those of the non-mediated delayed posttest and the pretest on the other revealed that the learners benefitted significantly well from the ‘sauce’-format mediation and could transfer their learning to a novel context. Findings of this study are consistent with the previous research on DA that intervention supports learner development.
۱۶.

The Effect of Concurrent and Cumulative Group Dynamic Assessment on Homogeneous and Heterogeneous EFL Learners’ Auditory Memory in Listening Tasks(مقاله پژوهشی دانشگاه آزاد)

نویسنده:
منبع: The Journal of English Language Pedagogy and Practice, Vol.۱۴, No.۲۸, Spring & Summer ۲۰۲۱ 67 - 86

کلیدواژه‌ها: approach Interaction dynamic assessment Mediation

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Group Dynamic Assessment (G-DA), introduced by Poehner (2009), applies mediation through concurrent and cumulative approaches. This study investigated the effect of the two approaches on Iranian homogeneous and heterogeneous EFL learners' auditory memory in listening tasks. Eighty female intermediate EFL learners were chosen as the participants of the study. They were assigned to two groups of forty homogeneous and forty heterogeneous learners. Then, each group was divided into two experimental groups with twenty participants in each. Homogeneous and heterogeneous participants were assessed through both concurrent and cumulative approaches. To find out the main and interaction effect of concurrent and cumulative G-DA and homogeneity and heterogeneity of EFL learners, the post-test scores of the participants were analysed through a two-way ANOVA.  The results indicated that G-DA approaches on the one hand and homogeneity and heterogeneity of EFL learners on the other, had both significant main and interaction effect on EFL learners' auditory memory.  For the independent effect of both approaches, a one-way ANOVA was also used. The results indicated that cumulative G-DA had more significant effect than concurrent one on heterogeneous EFL learners' auditory memory. ANOVA analysis also proved that the two approaches did not differ in their effect on homogenous learners.  
۱۷.

The Effects of Interventionist and Interactionist Dynamic Assessment on L2 Students’ Perfectionism, Foreign Language Anxiety and Willingness to Communicate

نویسنده:
منبع: International Journal of Language Testing, Volume ۱۱, Issue ۲, Summer and Autumn ۲۰۲۱ 13 - 33

کلیدواژه‌ها: foreign language anxiety dynamic assessment perfectionism willingness to communicate

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Given the importance of assessment in language education, this study was aimed at investigating the effects of interventionist and interactionist Dynamic Assessment (DA) on Iranian EFL learners’ perfectionism, willingness to communicate (WTC) and foreign language anxiety (FLA). The participants of the study were 166 pre-intermediate female and male learners at two public schools and one private language institute in Karaj. The participants were divided into three experimental groups and were given three separate questionnaires to measure their perfectionism, WTC, and FLA before the treatment sessions. During 14 sessions, groups A and B received instruction using interactionist DA and interventionist DA, respectively. Group C was instructed conventionally as the control group. At the end of the treatment sessions, they were given the same three questionnaires as the post test. The collected data were analysed using one-way ANCOVA. The results showed no significant differences among the two approaches of dynamic assessment and the control group in terms of their effect on learners’ perfectionism and willingness to communicate. Although there was no significant difference between the interventionist and interactionist models of DA, they were both significantly more effective than the control group on learners’ FLA. The findings suggested that dynamic assessment could reduce learners’ anxiety in language learning and lead to an effective teaching and learning process. These findings can have implications for teachers, students, and material developers.
۱۸.

A Video Game-based Paragraph Writing Instruction vs. Teacher-based Writing Instruction: Examining L2 Learners’ Perceptions through Dynamic Assessment(مقاله علمی وزارت علوم)

نویسنده:
منبع: Teaching Language Skills (JTLS), Volume ۴۲, Issue ۱, Winter ۲۰۲۳ 121 - 146

کلیدواژه‌ها: writing Process-based Approach dynamic assessment Video game Artificial Intelligence

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Game-based learning and the use of Artificial Intelligence in education is a powerful way to enhance learning and provide content that has been underrated in the Iranian context. This study designed an educational video game under the name of Lost p to improve learners’ writing ability based on a process based-approach within Dynamic Assessment context. Thus, the researcher employed experimental design and used the designed video game as a medium of instruction for the experimental group. The control group received a teacher-oriented method and both groups received feedback and corrections based on the Aljaafreh & Lantolf (1994) self-regulatory scale. The result of the study shows that the experimental group outperformed learners in the control class. We found that teaching paragraph writing rules, such as drafting, getting idea techniques, topic sentence development, and integrating them with the elements of the game were entertaining for the gamified group. To explore players’ attitudes toward the game, a semi-structured interview was conducted that showed differences between gamified and non-gamified writing tasks in the post-test phase of the research since the experimental group’s writing scores were enhanced in the second phase of the study. Moreover, this study suggests L2 learners and teachers can adapt game thinking and elements of games to their educational practice.
۱۹.

Dynamic Assessment in Brown’s Graduated Prompts Model vs. Poehner’s Model: Grammatical Accuracy in One-Paragraph Narrative Essays(مقاله علمی وزارت علوم)

نویسنده:
منبع: Issues in Language Teaching (ILT), Vol. ۱۱, No. ۱, June ۲۰۲۲ 95 - 129

کلیدواژه‌ها: dynamic assessment Interactionist Model Interventionist Model Narrative Paragraphs

حوزه های تخصصی:
تعداد بازدید : ۹۱ تعداد دانلود : ۸۶
Over the past decades, writing assessment research has been concentrating on alternative methods with a social-oriented view of assessment, including dynamic assessment (DA). Given the lack of research juxtaposing the interventionist and interactionist DA frameworks in the area of narrative writing, this study sought to compare the effectiveness of Brown’s graduated prompts model vs. Poehner’s model in the development of one-paragraph narrative essays in terms of grammatical accuracy. The study followed a quasi-experimental design, with 15 Iranian EFL learners selected via convenient sampling from among the female students of a language institute in Tehran. The participants were then randomly divided into three groups: Interventionist group, in which mediation was based on Brown’s model in the sandwich format; interactionist group, where mediation was done using Poehner’s model in the cake format; and non-dynamic assessment (NDA) control group with no mediation involved. The research consisted of three pilot sessions and eleven sessions as the main phase. To analyze the data, both descriptive and non-parametric inferential statistics were run. The results conceded the superiority of both DA approaches to NDA, whereas no significant difference was observed between the two DA groups in their general performance on narrative tasks. However, the analysis of the number and types of required mediational moves over the DA sessions indicated the superiority of the interactionist model to interventionist framework in the development of grammatical accuracy in narrative paragraphs. The study offers some theoretical and pedagogical repercussions for educators, curriculum designers, and L2 teachers.
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Exploring the Effects of Dynamic Assessment on Improving Iranian Quran Learners’ Recitation Performance(مقاله علمی وزارت علوم)

نویسنده:
منبع: Critical Literary Studies, Vol ۵, No ۱, Autumn and Winter ۲۰۲۲-۲۰۲۳ 159 - 176
تعداد بازدید : ۱۸۲ تعداد دانلود : ۱۳۱
Although Dynamic Assessment (DA), rooted in Vygotsky’s (1978) Zone of Proximal Development (ZPD) notion, has been extensively researched in teaching English as a foreign language, it has remained largely unexplored in teaching Arabic as a foreign language. To bridge this long-lasting gap, this study purports to investigate the effects of DA on improving Iranian Quran learners’ recitation performance. For this purpose, two intact grade 7 classes were selected at a public high school in Borujerd city, Iran, and were assigned randomly as DA group (n=21) and non-DA group (n=23). Later, they went through a pre-test, intervention (offered based on the principles and procedures of DA for the DA group and held in 15 sessions), immediate post-test, and delayed post-test. The collected data were analyzed through a one-way ANCOVA. Findings documented that the DA group outperformed the non-DA group on the immediate post-test. Additionally, the results evidenced that the DA group outweighed the control group on the delayed post-test. The study ends with proposing some implications in consistent with the tenets of Sociocultural theory.