فهرس المقالات Computerized dynamic assessment

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  1 - Iranian EFL Learners' Attitudes toward the Application of Different Models of Dynamic Assessment to Listening Comprehension Instruction
  Mahshid Ghanaat Fariba Rahimi Esfahani Sajad Shafiee Mehrdad Sepehri
  10.30486/relp.2022.1955458.1371
  Simultaneous evaluation of the impact of different types of dynamic assessment on EFL learners' listening comprehension has never been conducted as far as the related literature discloses. Most of the studies connected with the dynamic assessment and various language sk أکثر

  Simultaneous evaluation of the impact of different types of dynamic assessment on EFL learners' listening comprehension has never been conducted as far as the related literature discloses. Most of the studies connected with the dynamic assessment and various language skills have focused on speaking and writing performance. The present qualitative study aimed to examine Iranian EFL learners' attitudes toward the application of three models of dynamic assessment; namely, Interactionist Dynamic Assessment (I-DA), Group Dynamic Assessment (G-DA), and Computerized Dynamic Assessment (C-DA to Listening Comprehension Instruction. For this purpose, the Preliminary English Test (PET) was administered to 140 Iranian EFL female learners in four English Language Institutes in Ahvaz, Iran, who were chosen through availability sampling, and 80 of them were selected as homogeneous participants of the study. Then, they were given a perception questionnaire intended to elicit their insights about applying the different types of dynamic assessment. Three parallel questionnaires were constructed, each consisting of 15 items, and asking the learners about the efficacy of interactionist dynamic assessment in the I-DA group, group dynamic assessment in the G-DA group, and computerized dynamic assessment in the C-DA group. The descriptive analysis of the respondents' answers revealed that the degree of the IDA, GDA, and CDA learners' positive attitudes towards the application of DA reached statistical significance. This finding implies that EFL teachers may need to deliberate on the positive influence of different dynamic assessment models on EFL learners' listening comprehension improvement and, therefore, provide them with more opportunities to interact. تفاصيل المقالة
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  2 - Effect of Interventionist Computerized Dynamic Assessment on Learners’ Grammatical English Tenses: Analysis of Cake and Sandwich Formats
  Alireza Mohammad beigi Seyed Reza Basirloo* akbar molaei saeed yazdani
  The present mixed-method study sought to investigate the efficacy of using an interventionist dynamic assessment and specifically its formats namely the cake and the sandwich ones on learners’ grammatical English Tenses. In doing so, 45 advanced learners of Englis أکثر

  The present mixed-method study sought to investigate the efficacy of using an interventionist dynamic assessment and specifically its formats namely the cake and the sandwich ones on learners’ grammatical English Tenses. In doing so, 45 advanced learners of English language at Iran Language Institute (ILI) in Shiraz, Iran were selected. They were randomly assigned to 3 groups, each including 15 participants. Two experimental groups namely the cake and the sandwich ones received the interventionist dynamic assessment test while the third group received a non-dynamic grammar test which was functioning as a control group. As the study utilized a sequential exploratory design (QUAN → qual) of mixed method approach (MMR), the quantitative part was carried out via a well-established grammar test and in the qualitative component, six informants (3 from the cake group and 3 from the sandwich group) were selected to be interviewed and their quotations were descriptively analyzed through a sociocultural perspective. The quantitative component of the study revealed the outperformance of the two experimental group over the control group. However, the two modes of delivering mediation in experimental groups had no statistically significant difference on the degree of the acquisition of grammatical English tenses by learners. The interview analysis of the negotiations also demonstrated positive viewpoints of learners about the two experimental groups. Merging the quantitative and qualitative analyses, the study found that interventionist dynamic assessment, in both modes, could have positive effects on learners’ ability to improve their acquisition of English tenses. تفاصيل المقالة
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  3 - The Impact of Computerized Dynamic Assessment on Iranian EFL Learners’ Pronunciation: The Moderating Role of Digitalized Feedback
  Hossein  Kargar Behbahani Ehsan Namaziandost Malihe  YarAhmadi
  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 Shira أکثر

  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. تفاصيل المقالة