The Efficacy of the Iranian Developed Mediation Inventory in Measuring Language Skills among EFL Learners

Subject Areas : Journal of Studies in Learning and Teaching English

Asghar Ali Mohammadimanesh ¹ , Abbas Bayat ^{2 *} , Hamid Reza Khalaji ³ , Hossein Ahmadi ⁴

1 - Department of English, Malayer Branch, Islamic Azad University, Malayer, Iran.
2 - Department of English, Malayer Branch, Islamic Azad University, Malayer, Iran.
3 - Department of English, Malayer Branch, Islamic Azad University, Malayer, Iran.
4 - Department of English, Malayer Branch, Islamic Azad University, Malayer, Iran.

Received: 2024-12-03 Accepted : 2025-01-10 Published : 2025-01-18

Keywords: context-specific assessment, dynamic assessment, EFL learners, mediation inventory,

Abstract :

This study explores the efficacy of a locally developed mediation inventory tailored to the Iranian high school context in enhancing language skills among Iranian EFL learners. To this end, the study employed a pre-test/post-test intervention design, to evaluate the efficacy of a locally developed inventory compared with two previously established global inventories. 86 Iranian male high school students from three third-grade classes were considered as the participants of the study. Each class was randomly allocated to an experimental group: the first group (receiving Poehner’s (2005) inventory intervention), the second group (receiving Aljaafreh and Lantolf’s (1994) inventory intervention), and the third group (receiving the local intervention). Deriving from Book 3 of Vision series, a pre-fabricated test including four language skills was prepared. The pre-test was used as a diagnostic tool and to calculate the parity of groups before intervention. Based on the type of groups, each one received its particular dynamic intervention strategy. Post-test was also administered and the collected data were analyzed through the one-way analysis of variance. The findings revealed that the locally developed mediation inventory significantly improved speaking, listening, and writing skills, outperforming the globally recognized models. However, no significant improvement was observed in reading skills, suggesting the need for further refinement of the inventory. These findings underline the need for context-specific assessment instruments in language instruction and the possibilities of localized dynamic assessment strategies in enhancing language competency. 

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