On the Relationship between Digital Literacy and Dynamic Assessment of Educational strategies
الموضوعات : نشریه مطالعات آموزش زبان انگلیسی
Mohammad Raeisi
1
,
Davood Mashhadi Heidar
2
,
Mohammad Reza khodareza
3
1 - Department of English, Tonekabon Branch, Islamic Azad University, Tonekabon, Iran
2 - Department of English, Tonekabon Branch, Islamic Azad University, Tonekabon Branch, Iran
3 - Assistant Professor of TEFL, Department of English Language, Islamic Azad University, Tonekabon Branch, Tonekabon, Iran.
الکلمات المفتاحية: Digital literacy, Dynamic assessment, Reading comprehension skill,
ملخص المقالة :
Given the emergence of innovative devices necessitates language practitioners to delve into their academic settings This study investigated the role of dynamic assessment and digital literacy in education. To that end, three intact classes consisting of ninety-six Iranian EFL learners participated in the study. The learners received instructions on utilizing appropriate digital tools based on educational strategies within the classroom. The study established a connection between digital literacy employed during dynamic assessment episodes, as described by Brown (2006), and the interactive model of reading comprehension proposed by Grabe (2008). To verify a dynamic assessment episodes model through the research project, the researchers chose a teacher who served as a facilitator for a thorough assessment of each component. After the treatment period, all participants were assessed based on their performance during three months. The results of the study showed that the group exhibited improved performance after the treatment, as indicated by significant differences between their pretest and posttest scores. All the same, an effective digital strategy is essential for creating an optimal education system in the context of the ongoing pandemic. Finally, the findings highlight the importance of addressing digital literacy in the language education and administrating dynamic assessment in education.
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