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Safaei Asl, Nader, Ahangari, saeideh, Saeidi, Mahnaz. (1401). The Effect of Group type and Mediation type in Group Dynamic Assessment on the Improvement of Iranian Homogeneous and Heterogeneous EFL Learners' Listening Comprehension. جلوه هنر, 6(4), 103-124. doi: 10.22051/lghor.2020.28998.1214
Nader Safaei Asl; saeideh Ahangari; Mahnaz Saeidi. "The Effect of Group type and Mediation type in Group Dynamic Assessment on the Improvement of Iranian Homogeneous and Heterogeneous EFL Learners' Listening Comprehension". جلوه هنر, 6, 4, 1401, 103-124. doi: 10.22051/lghor.2020.28998.1214
Safaei Asl, Nader, Ahangari, saeideh, Saeidi, Mahnaz. (1401). 'The Effect of Group type and Mediation type in Group Dynamic Assessment on the Improvement of Iranian Homogeneous and Heterogeneous EFL Learners' Listening Comprehension', جلوه هنر, 6(4), pp. 103-124. doi: 10.22051/lghor.2020.28998.1214
Safaei Asl, Nader, Ahangari, saeideh, Saeidi, Mahnaz. The Effect of Group type and Mediation type in Group Dynamic Assessment on the Improvement of Iranian Homogeneous and Heterogeneous EFL Learners' Listening Comprehension. جلوه هنر, 1401; 6(4): 103-124. doi: 10.22051/lghor.2020.28998.1214

The Effect of Group type and Mediation type in Group Dynamic Assessment on the Improvement of Iranian Homogeneous and Heterogeneous EFL Learners' Listening Comprehension

Journal of Language Horizons
مقاله 5، دوره 6، شماره 4 - شماره پیاپی 14، اردیبهشت 2023، صفحه 103-124    اصل مقاله (347.37 K)
نوع مقاله: Research article
شناسه دیجیتال (DOI): 10.22051/lghor.2020.28998.1214
نویسندگان
Nader Safaei Asl1؛ saeideh Ahangari* 2؛ Mahnaz Saeidi3
1Ph.D. candidate of TEFL, Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran
2Associate Professor of TEFL, Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran
3Associate Professor of TEFL, Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran.
چکیده
Based on Vygotsky's concept of Zone of Proximal Development, dynamic assessment (DA) has at its core the integration of assessment and instruction through mediation. DA is practiced either individually or collectively. In group-dynamic assessment (G-DA), as Poehner (2009) introduced, learners are simultaneously exposed to mediation.  The problem which has been ignored in G-DA is the homogeneity and heterogeneity of EFL leaners while being mediated. This study tried to investigate the effect of group-dynamic assessment on homogeneous and heterogeneous EFL learners' ability in listening comprehension. It also intended to find out if expert-novice and peer-to-peer mediation types in G-DA differed in their effects on homogeneous and heterogeneous EFL learners' command of listening comprehension. To this end, eighty intermediate EFL learners were chosen to be the participants. According to their language proficiency, they were assigned to two groups of forty homogeneous and forty heterogeneous learners. Then, each group was divided into two experimental groups. The participants in all groups attended three listening sessions. For the mediation, the participants were assisted through novice-expert and peer-to-peer mediation types. To find out the main and interaction effect of group type and mediation type in G-DA, the post-test scores were analysed through running a two-way ANOVA.  The results indicated that both group type and mediation type had significant main and interaction effect on learners' listening comprehension. A post hoc test was also utilized to compare the mean differences between the groups.
کلیدواژه‌ها
group-dynamic assessment؛ homogeneous؛ heterogeneous؛ mediation type؛ zone of proximal development
عنوان مقاله [English]
تاثیر نوع گروه بندی و نوع مداخله در ارزشیابی پویای گروهی بر بهبود مهارت شنیداری فراگیران زبان انگلیسی ایرانی
نویسندگان [English]
نادر صفایی اصل1؛ سعیده آهنگری2؛ مهناز سعیدی3
1دانشجوی دکتری آموزش زبان انگلیسی، گروه زبان انگلیسی، شعبة تبریز، دانشگاه آزاد اسلامی، تبریز، ایران
2استادیار آموزش زبان انگلیسی، گروه زبان انگلیسی، شعبة تبریز، دانشگاه آزاد اسلامی، تبریز، ایران
3دانشیار گروه زبان انگلیسی- واحد تبریز- دانشگاه ازاد اسلامی - تبریز - ایران
چکیده [English]
ارزیابی پویا که مبتنی بر مفهوم حوزه تقریبی رشد ویگوتسکی است، یکپارچگی ارزیابی و آموزش از طریق مداخله را در مرکز توجه خود دارد. ارزیابی پویا یا به صورت فردی و یا به صورت جمعی اجرا می‌شود. در ارزیابی پویا-گروهی که توسط پوهنر (2009) معرفی شد، زبان‌آموزان به شکل همزمان در معرض مداخله قرار می‌گیرند. مسأله‌ایی که به طور گسترده در ارزیابی گروهی نادیده گرفته شده، همگنی و ناهمگنی فراگیران زبان انگلیسی در حینِ مداخله است. این پژوهش، کوشید تا تأثیر ارزیابی پویا-گروهی بر توانایی درک شنیداری فراگیران زبان انگلیسیِ همگن و ناهمگن را مورد بررسی قرار دهد. همچنین این پژوهش بر آن است تا دریابد آیا دو نوع مداخلة کارشناس-تازه‌کار و همتا-به-همتا در ارزیابی پویا-گروهی می‌تواند تأثیر متفاوتی بر کنترل درک شنیداری فراگیران زبان انگلیسی همگن و ناهمگن داشته باشد. به همین منظور، 80 فراگیر زبان انگلیسیِ سطح متوسط به عنوان شرکت‌کننده انتخاب شدند. آن‌ها، بر مبنای مهارت زبانی‌شان در دو گروه 40 نفری زبان‌آموزان همگن و ناهمگن قرار گرفتند. سپس، هر گروه به دو گروه آزمایش تقسیم شدند. شرکت‌کننده‌ها در همة گروه‌ها، در سه جلسه شنیداری شرکت کردند. برای مداخله، به شرکت‌کننده‌ها از طریق انواع مداخلة کارشناس- تازه‌کار و همتا-به-همتا کمک شد. برای یافتن تأثیر اصلی و تعاملی نوع گروه و مداخله در ارزیابی  پویای گروهی، نمره‌های پس‌آزمون از طریق تحلیل واریانس دوطرفه مورد تجزیه و تحلیل قرار گرفتند. نتایج نشان داد که هم نوع گروه و هم نوع مداخله، تأثیر اصلی و تعاملی بر درک شنیداری زبان‌آموزان دارند. همچنین، از یک آزمون تعقیبی برای مقایسه تفاوت میانگین بین گروه‌ها، هم بهره گرفته شد.
کلیدواژه‌ها [English]
ارزیابی پویا-گروهی, همگن, ناهمگن, نوع مداخله, حوزه تقریبی رشد
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