The Eﬀect of Teacher-Versus Peer-Mediated Dynamic Assessment Instruction on Iranian EFL Learners’ Vocabulary Learning

Sadighi, Firooz; Jamasbi, Fatemeh

Manuscript ID : 676759 Visit : 76 Page: 101 - 121

Article Type: Original Research

The Eﬀect of Teacher-Versus Peer-Mediated Dynamic Assessment Instruction on Iranian EFL Learners’ Vocabulary Learning

Subject Areas : Journal of Studies in Learning and Teaching English

Firooz Sadighi ¹ (Department of Foreign Languages Shiraz Branch, Islamic Azad University Shiraz, Iran)
Fatemeh Jamasbi ² (Department of Foreign Languages Shiraz Branch, Islamic Azad University Shiraz, Iran)

Received: 2020-10-06 Accepted : 2020-10-06 Published : 2018-12-01

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References:

Iranian EFL Teachers’ Perceptions of Professional Development, Creativity and Reflectivity
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The Relationship between Iranian English Language Teachers’ Professional Identity and Teacher Cognition in their Professional Development: A Quantitative Study
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The Effect of Using Advance Organizers on Improving Collocational Knowledge of Iranian EFL Learners in MALL-Oriented Classrooms
Print Date : 2022-03-01
The Relationship among Autonomy, Self-confidence and Written Performance between Iranian Male and Female EFL Learners
Print Date : 2022-03-01
Iranian EFL Teachers’ Productive and Receptive Metalinguistic Knowledge as a Function of Their Academic Major
Print Date : 2023-10-01
The Role of Recasts on EFL Learning: Does the Working Memory Interfere?
Print Date : 2022-03-01

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The Eﬀect of Teacher-Versus Peer-Mediated Dynamic Assessment Instruction on Iranian EFL Learners’ Vocabulary Learning