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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 
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