دانشگاه الزهرا

  اخبار و اعلانات

 آمار

تعداد نشریات25
تعداد شماره‌ها962
تعداد مقالات7,954
تعداد مشاهده مقاله13,440,242
تعداد دریافت فایل اصل مقاله9,556,268
Abassy Delvand, Shahin, Mashhadi Heidar, Davood. (1401). The Impact of Computerized Group Dynamic Assessment on Iranian EFL Learners’ Listening Comprehension Across Gender. جلوه هنر, 6(1), 205-224. doi: 10.22051/lghor.2021.34839.1440
Shahin Abassy Delvand; Davood Mashhadi Heidar. "The Impact of Computerized Group Dynamic Assessment on Iranian EFL Learners’ Listening Comprehension Across Gender". جلوه هنر, 6, 1, 1401, 205-224. doi: 10.22051/lghor.2021.34839.1440
Abassy Delvand, Shahin, Mashhadi Heidar, Davood. (1401). 'The Impact of Computerized Group Dynamic Assessment on Iranian EFL Learners’ Listening Comprehension Across Gender', جلوه هنر, 6(1), pp. 205-224. doi: 10.22051/lghor.2021.34839.1440
Abassy Delvand, Shahin, Mashhadi Heidar, Davood. The Impact of Computerized Group Dynamic Assessment on Iranian EFL Learners’ Listening Comprehension Across Gender. جلوه هنر, 1401; 6(1): 205-224. doi: 10.22051/lghor.2021.34839.1440

The Impact of Computerized Group Dynamic Assessment on Iranian EFL Learners’ Listening Comprehension Across Gender

Journal of Language Horizons
مقاله 10، دوره 6، شماره 1 - شماره پیاپی 11، مرداد 2022، صفحه 205-224    اصل مقاله (377.26 K)
نوع مقاله: Research article
شناسه دیجیتال (DOI): 10.22051/lghor.2021.34839.1440
نویسندگان
Shahin Abassy Delvand1؛ Davood Mashhadi Heidar* 2
1Ph.D. Candidate, Department of English, Tonekabon Branch, Islamic Azad University, Tonekabon, Iran
2Assistant Professor, Department of English, Tonekabon Branch, Islamic Azad University, Tonekabon, Iran
چکیده
Framed in Vygotskian sociocultural theory, this study intends to examine whether computerized group dynamic assessment (GDA) through software has affected Iranian male and female learners’ listening comprehension ability. Data were collected through administration of listening comprehension pre- and post-tests among 140 participants divided into male and female learners in the experimental and control groups. There were 35 male and 35 female learners in each group of the study. Participants in the experimental groups were exposed to GDA in order to interactively work on the selected tasks of listening comprehension, and the teacher provided the necessary support as well. Quantitative analysis of the pre- and post-tests of listening comprehension among male and female groups was conducted through two-way analysis of variance and covariance. Results revealed that both male and female learners in the experimental groups significantly outperformed the learners in the control groups. However, there were not any significant differences between the gender groups’ listening comprehension ability in the experimental groups. Findings contributed to the effective employment of GDA through software in order to improve the learners’ listening comprehension ability, denoting that teachers are recommended to be aware of technological devices in paving an interactive way for learners to develop their language skills and sub-skills.
کلیدواژه‌ها
computer assisted language learning (CALL)؛ group dynamic assessment؛ EFL؛ listening comprehension ability؛ zone of proximal development (ZPD)
عنوان مقاله [English]
تأثیر ارزیابی پویای گروهی رایانشی بر درک مطلب شنیداری زبان آموزان انگلیسی به عنوان زبان خارجی در دو جنسیت
نویسندگان [English]
شاهین عباسی دلوند1؛ داود مشهدی حیدر2
1دانشجوی دکتری، گروه زبان انگلیسی، واحد تنکابن، دانشگاه آزاد اسلامی، تنکابن، ایران
2استادیار، گروه زبان انگلیسی، واحد تنکابن، دانشگاه آزاد اسلامی، تنکابن، ایران
چکیده [English]
در چارچوب نظریه اجتماعی-فرهنگی ویگوتسکی، این پژوهش قصد دارد به بررسی اینکه آیا ارزیابی پویای گروهی رایانشی، توانایی درک مطلب شنیداری زبان‌آموزان مرد و زن ایرانی را تحت تأثیر قرار داده‌است، بپردازد. داده‌ها از طریق برگزاری پیش‌آزمون و پس‌آزمون‌های درک مطلب شنیداری مابین 140 شرکت‌کننده که به فراگیران مرد و زن در گروه‌های کنترلی و آزمایشی دسته‌بندی شده بودند، گردآوری شد. در هرگروه از مطالعه، 35 زبان‌آموز زن و 35 زبان‌آموز مرد بودند. شرکت‌کنندگان در گروه‌های آزمایش، در معرض ارزیابی پویایی گروهی قرار گرفتند تا به صورت تعاملی، تکلیف‌های منتخب درک مطلب شنیداری را انجام دهند و معلم نیز حمایت‌های لازم را هم فراهم نمود. تجزیه و تحلیل کمی پیش‌آزمون‌ها و پس‌آزمون‌های درک مطلب شنیداری میان گروه‌های زن و مرد از طریق فرآیند تحلیل واریانس وکوواریانس دوسویه انجام گرفت. یافته‌ها نشان دادند که فراگیران مرد و زن هر دو، در گروه‌های آزمایشی به طور معناداری عملکرد بهتری از فراگیران در گروه‌های کنترل داشتند. اما تفاوت معناداری میان توانایی درک مطلب شنیداری گروه‌های جنسیت در گروه‌های آزمایشی مشاهده نشد. یافته‌ها به بهره‌گیری مؤثرِ ارزیابی پویای گروهی از طریق نرم‌افزار به منظور بهبود توانایی درک مطلب شنیداری زبان‌آموزان کمک کردند، به این معنا که پیشنهاد می‌شود معلم‌ها از ابزارهای فناوری آگاه باشند تا بتوانند برای زبان‌آموزان بستری تعاملی جهتِ پیشرفت مهارت‌ها و زیر مهارت‌های زبانی‌شان فراهم نمایند.
کلیدواژه‌ها [English]
آموزش زبان به کمک رایانه, ارزیابی پویای گروهی, انگلیسی به عنوان زبان خارجی, توانایی درک شنیداری, منطقة مجاور رشد 
مراجع
  1. Abdolrezapour, P. (2019). Applying computer-mediated active learning intervention to improve L2 listening comprehension. Applied Research on English Language, 8(4), 511-530. http://dx.doi.org/10.22108/are.2019.115355.1424
  2. Ableeva, R. (2008). The effects of dynamic assessment on L2 listening comprehension. In J. P. Lantolf & M. Poehner (Eds.), Socio-cultural theory and the teaching of second languages (pp. 57-86). Equinox Press.
  3. Ahmadi Safa, M., & Beheshti, S. (2018). Interactionist and interventionist group dynamic assessment (GDA) and EFL learners' listening comprehension development. Iranian Journal of Language Teaching Research, 6(3), 37-56. https://doi.org/10.30466/IJLTR.2018.120600
  4. Alderson, J. C., & Bachman, L. F. (2003). Series editors preface. In G. Buck, Assessing listening (pp. x-xi). Cambridge University Press.
  5. Alshenqeeti, H., & Grami, G. M. A. (2019). Dynamic assessment in the EFL classroom: The case of listening comprehension. Asian Journal of Education and Social Studies, 5(4) 1-11. https://doi.org/10.9734/ajess/2019/v5i430160
  6. Anton, M. (2009). Dynamic assessment of advanced second language learners. Foreign Language Annals, 42(3), 576-598. http://dx.doi.org/10.1111/j.1944-9720.2009.01030.x
  7. Archer, J. C. (2010). State of the science in health professional education: Effective feedback. Medical Education, 44, 101-108. http://dx.doi.org/10.1111/j.1365-2923.2009.03546.x
  8. Ashraf, H., Motallebzadeh, K., & Ghazizadeh, F. (2016). The impact of electronic-based dynamic assessment on the listening skill of Iranian EFL learners. International Journal of Language Testing, 6(1), 24-32. https://www.ijlt.ir/article_114420.html
  9. Baxter, J.  (2003). Positioning gender in discourse. Palgrave.
  10. Borchelt, N. (2007). Cognitive computer tools in the teaching and learning of undergraduate calculus. International Journal for the Scholarship of Teaching and Learning, 1(2), 1-17. https://doi.org/10.20429/ijsotl.2007.010212
  11. Brookhart, S. M. (2008). Feedback that fits Educational Leadership, 65(4), 54-59. https://eric.ed.gov/?id=EJ781221
  12. Cameron, D. (2005). Language, gender, and sexuality: Current issues and new direction. Applied Linguistics, 26(4), 482-502. https://doi.org/10.1093/applin/ami027
  13. Cutting, L. E., & Scarborough, H. S. (2006). Prediction of reading comprehension: Relative contributions of word recognition, language proficiency, and other cognitive skills can depend on how comprehension is measured. Scientific Studies of Reading, 10(3), 277-299. https://doi.org/10.1207/s1532799xssr1003_5
  14. Douglas, D. (2010). Understanding language testing. Hodder Education. https://doi.org/10.1177/0265532210373604
  15. Elfi, E. (2019). CALL: The use of Winnerclass Professionals V. 3.0 software in teaching listening. PROCEEDING IAIN Batusangkar, 3(1), 105-110. https://doi.org/10.4304/jltr.2.5.977-988
  16. Ghahremani, D. (2013). The effects of implementing summative assessment, formative assessment and dynamic assessment on Iranian EFL learners’ listening ability and listening strategy use. Journal of Language and Translation, 3(1), 59-68. http://ttlt.azad.ac.ir/article_514741.html
  17. Godwin-Jones, R. (2011). Emerging technologies autonomous language learning. Language Learning & Technology, 15(3), 4-11. https://scholarspace.manoa.hawaii.edu
  18. Guk, I., & Kellogg, D. (2007). The ZPD and whole class teaching: Teacher-led and student-led interactional mediation of tasks. Language Teaching Research, 11(3), 281-299. https://doi.org/10.1177/1362168807077561
  19. Harlen, W. (2006). On the relationship between assessment for formative and summative purposes. In J. Gardner (Ed.), Assessment and learning (pp. 61-80). Sage.
  20. Haywood, H. C., & Lidz, C. S. (2007). Dynamic assessment in practice: Clinical and educational applications. Cambridge University Press. https://doi.org/10.1177/0734282909347604
  21. Hidri, S. (2014). Developing and evaluating a dynamic assessment of listening comprehension in an EFL context. Language Testing in Asia, 4(1), 1-19. https://doi.org/10.1186/2229-0443-4-4
  22. James, M. (2008). Assessment and learning. In S. Swaffield (Ed.), Unlocking assessment: Understanding for reflection and application (pp. 20-35). Routledge.
  23. Jones, M. G., & Brader-Araje, L. (2002). The impact of constructivism on education: Language, discourse, and meaning. American Communication Journal, 5(3), 1-10. https://ac-journal.org/journal/vol5/iss3/special/jones.pdf
  24. Kennedy, K., Chan, J., Fok, P., & Yu, W. (2008). Forms of assessment and their potential for enhancing learning: Conceptual and cultural issues. Educational Research for Policy and Practice, 7(3), 197-207. https://eric.ed.gov/?id=EJ814321
  25. Khoshsima, H., & Mozakka, Z. (2017). The effect of computer-assisted language learning on Iranian upper-intermediate EFL learners’ listening skill. Journal of Applied Linguistics and Language Research, 4(2), 81-91. http://www.jallr.com/index.php/JALLR/article/view/520
  26. Lam, R., & Lee, I. (2010). Balancing the dual functions of portfolio assessment. ELT Journal, 64(1), 54-64. https://doi.org/10.1093/elt/ccp024
  27. Lantolf, J. P., & Poehner, M. E. (2004). Dynamic assessment of L2 development: Bringing the past into the future. Journal of Applied Linguistics, 1(2), 49-72. https://doi.org/10.1558/japl.v1.i1.49
  28. Lantolf, J. P., & Poehner, M. (2008). Dynamic assessment. In N. Hornberger (Ed.), The encyclopedia of language and education: Language testing and assessment (pp. 273-285). Cambridge University Press.
  29. Lebedeva, M. Y., Koltakova, E. V., Khaleeva, O. N., & Rusetskaya, M. N. (2016). Computer-assisted language learning for the development of listening skills: A case study of pre-university Russian as a foreign language. International Journal of Applied Linguistics and English Literature, 6(1), 257-265. http://dx.doi.org/10.7575/aiac.ijalel.v.6n.1p.257
  30. Lee, I., & Coniam, D. (2013). Introducing assessment for learning for EFL writing in an assessment of learning examination-driven system in Hong Kong. Journal of Second Language Writing, 22(1), 34-50. http://dx.doi.org/10.1016/j.jslw.2012.11.003
  31. Mashhadi Heidar, D. (2016). ZPD-assisted introduction via web 2.0 and listening comprehension ability. English for Specific Purposes World, 49(17) 1-17. http://esp-world.info/Articles_49/Heidar.pdf
  32. Mashhadi Heidar, D., & Afghari, A. (2015). The effect of dynamic assessment in synchronous computer-mediated communication on Iranian EFL learners’ listening comprehension ability at upper-intermediate level. English Language Teaching, 8(4), 14-23. https://doi.org/10.5539/elt.v8n4p14
  33. McKeough, A., & Lupart, J. L. (2013). Toward the practice of theory-based instruction: Current cognitive theories and their educational promise. Lawrence Erlbaum Associates.
  34. Nachoua, H. 2012. Computer-assisted language learning for improving students’ listening skill. Procedia-Social and Behavioral Sciences, 69, 1150-1159. https://doi.org/10.1016/j.sbspro.2012.12.045
  35. Poehner, M. E. (2005). Dynamic assessment of oral proficiency among advanced L2 learners of French [Unpublished doctoral dissertation]. Pennsylvania State University, University Park.
  36. Poehner, M. E. (2009). Group dynamic assessment: Mediation for the L2 classroom. TESOL Quarterly, 43(3), 471-491. https://doi.org/10.1002/j.1545-7249.2009.tb00245.x
  37. Poehner, M. E., & Lantolf, J. P. (2010). Vygotsky's teaching-assessment dialectic and L2 education: The case for dynamic assessment. Mind, Culture, and Activity, 17(4), 312-330. https://doi.org/10.1080/10749030903338509
  38. Park, K. (2014). Corpora and language assessment: The state of the art. Language Assessment Quarterly, 11(1), 27-44. https://doi.org/10.1080/15434303.2013.872647
  39. Rahimi, M., Kushki, A., & Nassaji, H. (2015). Diagnostic and developmental potentials of dynamic assessment for L2 writing. Language and Sociocultural Theory, 2(2), 185-208. https://doi.org/10.1558/lst.v2i2.25956
  40. Roohani, A., Jam, B., Yeganeh, S., & Domakani, M. R. (2018). The effect of dynamic assessment on L2 learners’ listening comprehension. Bellaterra Journal of Teaching & Learning Language & Literature, 11(4), 59-70. https://doi.org/10.5565/rev/jtl3.751
  41. Sehati, S., & Khodabandehlou, M. (2017). Effect of power point enhanced teaching (visual input) on Iranian Intermediate EFL learners' listening comprehension ability. Journal of Educational Issues, 3(2), 29-42. https://doi.org/10.5296/jei.v3i2.12323
  42. Shepard, L. (2001). The role of classroom assessment in teaching and learning. In V. Richardson (Ed.), Handbook of research on teaching (pp. 1066-1101). American Educational Research Association.
  43. Vahdat, S., & Eidipour, M. (2016). Adopting CALL to improve listening comprehension of Iranian junior high school students. Theory and Practice in Language Studies, 6(8), 1609-1617. http://dx.doi.org/10.17507/tpls.0608.13
  44. Vygotsky, L. S. (1978). Interaction between learning and development. Readings on the Development of Children, 23(3), 29-39. https://oerafrica.org/sites/default/files/L%20&%20L%20reader_section%20one-reading_4.pdf
  45. Vygotsky, L. S. (1998). The problem of age. In R. W. Rieber (Ed.), The collected works of L. S. Vygotsky (pp. 187-205). Plenum. http://dx.doi.org/10.1007/978-1-4613-1655-8
  46. Walsh, C. (2001). Gender and discourse: Language and power in politics, the church and organizations. Longman.
  47. Zeng, W., Huang, F., Yu, L., & Chen, S. (2018). Towards a learning-oriented assessment to improve students’ learning: A critical review of literature. Educational Assessment, Evalua­tion and Accountability, 30(3), 211-250. https://doi.org/10.1007/s11092-018-9281-9
آمار
تعداد مشاهده مقاله: 805
تعداد دریافت فایل اصل مقاله: 643


سامانه مدیریت نشریات علمی. طراحی و پیاده سازی از سیناوب