The Impact of Computerized Dynamic Assessment on Iranian EFL Learners’ Pronunciation: The Moderating Role of Digitalized Feedback
Hossein Kargar Behbahani
1
(
PhD Student in TEFL, Department of Foreign Languages and Linguistics, Shiraz University, Shiraz, Iran
)
Ehsan Namaziandost
2
(
Department of General Courses, Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran
)
Malihe YarAhmadi
3
(
PhD Student in TEFL; Department of Foreign Languages and Linguistics, Shiraz University, Shiraz, Iran.
)
الکلمات المفتاحية: Computerized Dynamic Assessment, Digitalized Corrective Feedback, Zone of Proximal Development, Pronunciation Skills,
ملخص المقالة :
We explored Computerized Dynamic Assessment's (CDA) effect on Iranian English as a Foreign Language (EFL) learners' pronunciation skills, with a focus on the moderating role of Digitalized Corrective Feedback (CF). Three intact classes from a language institute in Shiraz, Iran, totaling 60 lower-intermediate EFL learners, were assigned randomly to control and experimental groups. The treatment conditions received either CDA-only or CDA-plus Digitalized CF interventions, while the control group received traditional online instruction without mediation. Pretest and posttest assessments were conducted using a teacher-made pronunciation test. Results revealed significant improvements in pronunciation skills among learners in the experimental groups compared to the control group. Particularly, the CDA-only group demonstrated notable enhancements in pronunciation accuracy, while the CDA-plus CF group exhibited even greater improvements. The integration of Digitalized CF with CDA proved particularly effective in providing personalized and targeted feedback, leading to substantial advancements in learners' pronunciation proficiency. These findings underscore the potential of technology-enhanced interventions, such as CDA and Digitalized CF, in enhancing pronunciation instruction and offer valuable insights for language educators, materials developers, syllabus designers, and policymakers. Embracing dynamic assessment practices and integrating technology into language education policies can foster more effective and engaging language learning experiences for EFL learners.
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