Mediated Learning Experience as a Multi-Dimensional Approach in ELT: A Meticulous and Elaborate Taxonomy
الموضوعات :Effat Hadidi Zavareh 1 , Abdollah Baradaran 2 , Bahram Mowlaie 3
1 - Faculty of Persian Literature and Foreign Languages, South Tehran Branch, Islamic Azad University, Tehran, Iran
2 - Department of Foreign Languages, Central Tehran Branch, Islamic Azad University, Tehran, Iran
3 - Faculty of Persian Literature and Foreign Languages, South Tehran Branch, Islamic Azad University, Tehran, Iran
الکلمات المفتاحية: Course Design, Dynamic Assessment Methodology, Learning Model, MLE Taxonomy,
ملخص المقالة :
This article tries to delineate different aspects of Mediated Learning Experience (MLE) in detail: MLE as a model of learning in psychology, MLE as a dynamic assessment methodology, and MLE as a basis for designing a course. This article tries to delineate different aspects of Mediated Learning Experience (MLE) in detail: MLE as a model of learning in psychology, MLE as a dynamic assessment methodology, and MLE as a basis for designing a course. MLE, well-known as Feuerstein's theory, is presented as a model of learning in psychology for enhancing cognitive functioning and problem-solving skills in children with cognitive challenges. Some other studies and scholars such as Poehner (2008) consider MLE as a dynamic assessment methodology because in dynamic assessment, assistance emerges from the interaction between the mediator and the learner. The other studies look at MLE as a holistic and integrative approach which is able to prepare a course. Definition of MLE principles and a meticulous and elaborate analysis of the first five MLE principles in different studies, entitled as MLE Taxonomy, are presented in a table at the end of the article.
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