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Zarei, Abbas, Shishegarha, Elham. (1402). The effect of dynamic assessment models on L2 listening and speaking anxiety. جلوه هنر, 7(4), 149-176. doi: 10.22051/lghor.2023.42482.1763
Abbas Ali Zarei; Elham Shishegarha. "The effect of dynamic assessment models on L2 listening and speaking anxiety". جلوه هنر, 7, 4, 1402, 149-176. doi: 10.22051/lghor.2023.42482.1763
Zarei, Abbas, Shishegarha, Elham. (1402). 'The effect of dynamic assessment models on L2 listening and speaking anxiety', جلوه هنر, 7(4), pp. 149-176. doi: 10.22051/lghor.2023.42482.1763
Zarei, Abbas, Shishegarha, Elham. The effect of dynamic assessment models on L2 listening and speaking anxiety. جلوه هنر, 1402; 7(4): 149-176. doi: 10.22051/lghor.2023.42482.1763

The effect of dynamic assessment models on L2 listening and speaking anxiety

Journal of Language Horizons
مقاله 7، دوره 7، شماره 4 - شماره پیاپی 18، خرداد 2024، صفحه 149-176    اصل مقاله (468.87 K)
نوع مقاله: Research article
شناسه دیجیتال (DOI): 10.22051/lghor.2023.42482.1763
نویسندگان
Abbas Ali Zarei* 1؛ Elham Shishegarha2
1Department of English, Imam Khomeini International University, Qazvin, Iran
2Department of English, Imam Khomeini International University, Qazvin, Iran.
چکیده
Reducing anxiety in foreign language learning has long been a concern for many teachers. This study focused on exploring the effects of three dynamic assessment models on L2 speaking and listening anxiety. The participants were 120 pre-intermediate Iranian learners of English at a language institute in Qazvin, Iran. The learners were randomly assigned to four groups (three experimental groups and one control group). Before the treatment, the students’ homogeneity was checked using Oxford Placement Test (OPT). Then, all the groups were given listening and speaking anxiety questionnaires as pretests. During 10 sessions, the first group received listening and speaking instruction using Buddof’s Learning Potential Measurement Approach (LPM); the second group was treated with Guthke’s Lerntest Approach; the third group was treated with Testing-the-Limits Approach.  Lastly, the control group was taught conventionally in a teacher-fronted way.  The same questionnaires were given to the participants in the twelfth session as posttests. Data were analyzed using two one-way analysis of covariance procedures. Significant differences were found among the groups’ listening and speaking anxiety mean scores on the posttests after controlling for the initial differences. Those experimental groups that received testing-the-limits and Lerntest approaches had a lower level of listening and speaking anxiety on the posttest. It was concluded that employing dynamic assessment models can decrease speaking and listening anxiety among EFL learners and enhance their productivity. The findings can have important implications for students, teachers and materials designers.
کلیدواژه‌ها
anxiety؛ dynamic assessment؛ Learning Potential Measurement Approach؛ Lerntest Approach؛ Testing-the-Limits Approach
عنوان مقاله [English]
تاثیر مدل های ارزیابی پویا بر اضطراب شنیداری و گفتاری در زبان دوم
نویسندگان [English]
عباس علی زارعی1؛ الهام شیشه گرها2
1گروه زبان انگلیسی، دانشگاه بین‌المللی امام خمینی، قزوین، ایران
2گروه زبان انگلیسی، دانشگاه بین‌المللی امام خمینی، قزوین، ایران.
چکیده [English]
کاستن از اضطراب در یادگیری‌ زبان خارجی از دیرباز یکی از نگرانی‌های بسیاری از معلم‌ها بوده‌است. پژوهش کنونی به بررسی اثرات سه مدل ارزیابی پویا بر اضطراب شنیداری و گفتاری زبان خارجی متمرکز بود. شرکت‌کنندگان در پژوهش تعداد 120 فراگیر زبان انگلیسی ایرانی سطح پیش‌میانی در آموزشگاه زبانی در قزوین، ایران بودند. زبان‌آموزان به‌طور تصادفی در چهار گروه (سه گروه آزمایشی و یک گروه کنترل) قرار گرفتند. پیش از آغاز آموزش، همگونی زبان‌آموزان به‌لحاظ سطح بسندگی با آزمون بسندگی آکسفورد کنترل شد. سپس پرسشنامه‌های اضطراب شنیداری و گفتاری به‌عنوان پیش‌آزمون به هر چهار گروه داده شد. آن‌گاه، به‌مدت 10 جلسه، زبان‌آموزان گروه اول آموزش شنیدار و گفتار خود را با رویکرد سنجش قابلیت یادگیری بودلف دریافت نمودند؛ درحالی‌که گروه دوم با رویکرد گاتکس لرنست؛ گروه سوم با رویکرد آزمون-محدودیت‌ها مورد ارزیابی قرار گرفتند. درنهایت، گروه کنترل به‌صورت سنتی و معلم‌محور مورد آموزش قرار گرفت. در جلسه دوازدهم، همان پرسشنامه‌ها به‌عنوان پس‌آزمون به همه گروه‌ها داده شد. داده‌های به‌دست‌آمده با به‌کارگیری فرایند آماری تحلیل کوواریانس مورد پردازش قرار گرفت. پس از در نظر گرفتن تفاوت‌های اولیه، در اضطراب شنیداری و گفتاری گروه‌ها در پس‌آزمون مختلف تفاوت معنا‌داری به دست آمد. بر اساس یافته‌ها، گروه‌هایی که بر اساس آزمون-محدودیت‌ها و لرنست مورد ارزیابی قرار گرفته بودند در پیش‌آزمون اضطراب شنیداری و گفتاری کمتری داشتند. چنین نتیجه‌گیری می شود که به‌کارگیری مدل‌های ارزیابی پویا می‌توانند اضطراب شنیداری و گفتاری زبان‌آموز را کاهش و تولید زبانی آن‌ها را افزایش دهند. این یافته‌ها می‌توانند کاربردهای مهمی برای زبان‌آموزان، معلم‌ها و طراحان مطالب درسی داشته باشد.
کلیدواژه‌ها [English]
اضطراب, ارزیابی پویا, رویکرد آزمون-محدودیت, رویکرد لرنست, مدل‌های ارزیابی پویا
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