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Tavassoli, Kobra, Rahmatollahi, Maryam. (1403). Differential impact of synchronous and asynchronous computer-assisted dynamic assessment on higher-order and lower-order writing skills. جلوه هنر, 8(1), 33-61. doi: 10.22051/lghor.2023.41130.1720
Kobra Tavassoli; Maryam Rahmatollahi. "Differential impact of synchronous and asynchronous computer-assisted dynamic assessment on higher-order and lower-order writing skills". جلوه هنر, 8, 1, 1403, 33-61. doi: 10.22051/lghor.2023.41130.1720
Tavassoli, Kobra, Rahmatollahi, Maryam. (1403). 'Differential impact of synchronous and asynchronous computer-assisted dynamic assessment on higher-order and lower-order writing skills', جلوه هنر, 8(1), pp. 33-61. doi: 10.22051/lghor.2023.41130.1720
Tavassoli, Kobra, Rahmatollahi, Maryam. Differential impact of synchronous and asynchronous computer-assisted dynamic assessment on higher-order and lower-order writing skills. جلوه هنر, 1403; 8(1): 33-61. doi: 10.22051/lghor.2023.41130.1720

Differential impact of synchronous and asynchronous computer-assisted dynamic assessment on higher-order and lower-order writing skills

Journal of Language Horizons
مقاله 2، دوره 8، شماره 1 - شماره پیاپی 19، شهریور 2024، صفحه 33-61    اصل مقاله (589.85 K)
نوع مقاله: Research article
شناسه دیجیتال (DOI): 10.22051/lghor.2023.41130.1720
نویسندگان
Kobra Tavassoli* 1؛ Maryam Rahmatollahi2
1Department of ELT, Karaj Branch, Islamic Azad University, Karaj, Iran
2Department of ELT, Karaj Branch, Islamic Azad University, Karaj, Iran.
چکیده
This study endeavored to scrutinize the differential impacts of asynchronous and synchronous computer-assisted dynamic assessment (CADA) on English-as-a-foreign-language (EFL) learners’ higher-order and lower-order writing skills. In a quasi-experimental pretest-posttest research design, 60 Iranian EFL university students of both genders were selected through convenience sampling and were randomly assigned to two experimental groups. They experienced dynamic assessment (DA) procedures and received mediation on their writing either asynchronously or synchronously for 12 weeks where the higher-order and lower-order writing skills were rated by the researchers based on the West Virginia Department of Education (WVDE) (2011) writing rubric. The results of MANOVA revealed that both groups performed significantly better on the writing posttest in all the higher-order and lower-order writing skills. Nevertheless, no significant inter-group differences were found in the practiced writing skills on the posttest results. Further, 10 participants were randomly selected from each experimental group to explore their perceptions of and attitudes toward the CADA procedures. Analyzing their responses, it was observed that members of the asynchronous CADA group had more positive perceptions of writing, less level of stress, and more sense of rapport with the instructor. The findings highlight the potential of CADA to enhance EFL learners’ higher-order and lower-order writing skills both in synchronous and asynchronous contexts.
کلیدواژه‌ها
asynchronous؛ computer-assisted dynamic assessment (CADA)؛ higher-order writing skills؛ lower-order writing skills؛ synchronous
عنوان مقاله [English]
تاثیر متفاوت ارزشیابی پویا به کمک رایانه بصورت همزمان و غیرهمزمان بر مهارتهای نوشتاری سطوح بالا و پایین
نویسندگان [English]
کبری توسلی1؛ مریم رحمت الهی2
1گروه آموزش زبان انگلیسی، واحد کرج، دانشگاه آزاد اسلامی، کرج، ایران
2گروه آموزش زبان انگلیسی، واحد کرج، دانشگاه آزاد اسلامی، کرج، ایران.
چکیده [English]
این پژوهش می‌کوشد تأثیر متفاوت ارزشیابی پویا به‌کمک رایانه به‌صورت همزمان و غیرهمزمان بر مهارت‌های نوشتاری مرتبه بالاتر و پایین‌تر فراگیران زبان انگلیسی را بررسی کند. در این پژوهش نیمه‌تجربی که به ‌شکل پیش‌آزمون-پس‌آزمون انجام گرفت، 60 دانشجوی دختر و پسر ایرانی مشغول به تحصیل در رشته زبان انگلیسی به روش نمونه‌گیری دردسترس انتخاب و به‌طور تصادفی در دو گروه تجربی قرار گرفتند. زبان‌آموزان این دو گروه، به مدت 12 هفته، رویکردهای مربوط به ارزشیابی پویا را تجربه کردند و برای نوشتارشان به‌صورت همزمان یا غیرهمزمان آموزش دریافت کردند. مهارت‌های نوشتاری مرتبه بالاتر و پایین‌تر آن‌ها توسط پژوهشگران بر اساس معیار نمره‌دهی نوشتار گروه آموزش ویرجینیای غربی (2011) مورد بررسی قرار گرفت. یافته‌های تحلیل واریانس چندگانه نشان داد که هر دو گروه در پس‌آزمون نوشتاری در همة مهارت‌های نوشتاری مرتبه بالاتر و پایین‌تر به‌طور چشمگیری پیشرفت داشتند. با این‌ وجود، هیچ تفاوت بین‌گروهی قابل‌ِتوجهی در مهارت‌های نوشتاری تمرین‌شده در یافته‌های پس‌آزمون یافت نشد. همچنین، 10 شرکت‌کننده به‌طور تصادفی از هر گروه انتخاب شدند تا برداشت‌ها و نگرش‌هایشان نسبت به مراحل ارزشیابی پویا به کمک رایانه بررسی شود. بررسی پاسخ‌ها نشان داد که اعضای گروه ارزشیابی پویا به‌کمک رایانه به‌صورت غیرهمزمان نگرش مثبت بیشتری از نوشتن، سطح نگرانی کمتر، و ارتباط نزدیک‌تری با معلم شان داشتند. یافته‌های این پژوهش تأثیر بالقوه ارزشیابی پویا به‌کمک رایانه به‌صورت همزمان و غیرهمزمان برای تقویت مهارت‌های نوشتاری مرتبه بالاتر و پایین‌تر زبان‌آموزان را برجسته می‌سازد.
کلیدواژه‌ها [English]
غیرهمزمان, ارزشیابی پویا به‌کمک رایانه, مهارت‌های نوشتاری مرتبه بالاتر, مهارت‌های نوشتاری مرتبه پایین‌تر, همزمان
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