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حرية الوصول المقاله
1 - The Effect of Systematic Implementation of Formative Assessment on Male and Female EFL Learners’ Academic Achievement
Amir Asadifard Akbar AfghariSubstantial claims have been made that Formative Assessment (FA), if practiced effectively, improves learning. This study aimed at exploring the effect of FA on EFL learners’ academic achievement. The population included high school teachers and their students in أکثرSubstantial claims have been made that Formative Assessment (FA), if practiced effectively, improves learning. This study aimed at exploring the effect of FA on EFL learners’ academic achievement. The population included high school teachers and their students in Khorramabad, Lorestan, Iran. The sample included 40 teachers and their students (n=651) who were randomly selected and assigned to two groups of experimental and control. Teachers in the experimental group participated in a workshop on FA before the treatment. However, teachers in the control group followed the usual syllabus based on Iran’s educational system. The students’ academic achievement was measured in both groups by an achievement test before the treatment. Trained observers attended the classes in the experimental group and completed Formative Assessment Observation Report, which reports teachers’ practice of FA. After the treatment, posttests on students’ achievement in both groups were conducted. To analyze the data, ANCOVA was used. The results indicated that effective implementation of FA enhances students’ academic achievement. However, gender was not a determining factor. Moreover, among FA components, clarifying learning targets was the most and monitoring was the least frequent strategy used by teachers. تفاصيل المقالة -
حرية الوصول المقاله
2 - Task-Based Speaking Assessment in an EFL Academic Context: A Case of Summative and Formative Assessment
Reza Bagheri Nevisi Rasoul Mohammad HosseinpurConsistent with the paradigm shift in language assessment from psychometrics to educational assessment, from an examination culture to an assessment culture, the present study was an attempt to compare and contrast the two forms of speaking assessment: Summative and for أکثرConsistent with the paradigm shift in language assessment from psychometrics to educational assessment, from an examination culture to an assessment culture, the present study was an attempt to compare and contrast the two forms of speaking assessment: Summative and formative and to see how much consistency existed between the two. To this end, 46 undergraduate Iranian EFL students participated in the study. To achieve the formative assessment, some pedagogic speaking tasks were designed and EFL learners’ speaking abilities were assessed over a three-month period based on pre-determined criteria. As for the summative assessment, a semi-structured interview was conducted at the end of the course, and learners’ performances were assessed by two different raters based on the same criteria. To analyze the data, descriptive statistics, MANOVA, and Pearson correlation were utilized. The results indicated a significant agreement between formative assessment of the first-rater and summative assessment of the second-rater. The findings revealed that from both formative and summative perspectives, pronunciation posed the least challenge whereas coherence and range presented the greatest difficulty to EFL language learners. The study implies that the formative and summative assessment procedures will have to be integrated within classroom settings with more emphasis on the former. تفاصيل المقالة -
حرية الوصول المقاله
3 - The Feasibility of Dynamic Assessment in EFL Classrooms: Evidence from an Iranian Context
Arshya Keyvanfar Mohammad Reza DarabiThe present study aimed at investigating whether two types of assessment strategies, namely Dynamic Assessment and Non-Dynamic Assessment had any significant impact on elementary and pre-intermediate Iranian EFL learners' performance on their final achievement test incl أکثرThe present study aimed at investigating whether two types of assessment strategies, namely Dynamic Assessment and Non-Dynamic Assessment had any significant impact on elementary and pre-intermediate Iranian EFL learners' performance on their final achievement test including reading comprehension, vocabulary, grammar, and language functions. The participants of the study were 81 learners studying at the elementary and pre-intermediate levels in four classes in a language school in Tehran, Iran. Having tested them through the KET and PET respectively, one class at each level was randomly assignedas the experimental group. During 13 sessions, eight quizzes were administered in all the four classes. Following the principles of DA, participants of the two experimental groups received assistance when taking the quizzes while, in the two control groups, no assistance was provided. After the treatment, ANOVA was run on the results of the post-tests at the two levels, the results of which indicated that DA was only effective on the pre-intermediate learners and not on the elementary ones. The findings of this article will help English teachers with more effective teaching as they can set up an atmosphere where leraners can actively participate in the process of assessment while at the same time learners can experience a different and dynamic learning environment which is enjoyable, constructive, creative and free from test anxiety. تفاصيل المقالة -
حرية الوصول المقاله
4 - بررسی رابطه بین میزان آشنایی و به کارگیری روشهای ارزشیابی تحصیلی توسط مدرسین دانشگاه آزاد اسلامی واحد اردبیل
اعظم راستگو یوسف نامور صدرالدین ستاریهدف این تحقیق بررسی رابطه بین میزان آشنایی مدرسین دانشگاه با شیوه های مختلف ارزشیابی و میزان به کارگیری آن شیوه ها در فرایند تدریس است. این تحقیق از نوع کاربردی و روش آن از نوع همبستگی می باشد. جامعه آماری تحقیق را کلیه مدرسین دانشگاه آزاد اسلامی به تعداد 650 نفر تشکیل أکثرهدف این تحقیق بررسی رابطه بین میزان آشنایی مدرسین دانشگاه با شیوه های مختلف ارزشیابی و میزان به کارگیری آن شیوه ها در فرایند تدریس است. این تحقیق از نوع کاربردی و روش آن از نوع همبستگی می باشد. جامعه آماری تحقیق را کلیه مدرسین دانشگاه آزاد اسلامی به تعداد 650 نفر تشکیل می دهند که از بین آنها نمونه ای به حجم 311 نفر به روش تصادفی طبقه ای انتخاب شدند. برای گردآوری اطلاعات از پرسشنامه محقق ساخته(خودگزارشی) استفاده گردید. روایی محتوایی از طریق متخصصان بررسی و تأیید گردید و پایایی پرسشنامه نیز از طریق آلفای کرونباخ 85/. بدست آمد. داده های جمع آوری شده با استفاده از آمار توصیفی(فراوانی، میانگین) و آمار استنباطی (آزمون همبستگی پیرسون) مورد تجزیه و تحلیل قرار گرفت. نتایج بدست آمده نشان داد که بین میزان آشنایی مدرسان با شیوه های ارزشیابی و میزان به کارگیری آن شیوه ها در فرایند تدریس رابطه معناداری وجود دارد. تفاصيل المقالة -
حرية الوصول المقاله
5 - رابطه‌ی ساده و چندگانه‌ی محیط‌های سازندگی با روحیه‌ی پژوهشی دانشجویان تحصیلات تکمیلی دانشگاه فردوسی مشهد
مرتضی کرمی یاسر گراوند محمد کوهیتحقیق حاضر باهدف بررسی رابطه ی ساده و چندگانه ی محیط های سازندگی با روحیه ی پژوشی دانشجویان تحصیلات تکمیلی دانشگاه فردوسی مشهدانجام شد. روش تحقیق توصیفی از نوع همبستگی و جامعه آماری تحقیق (475) نفر از دانشجویان تحصیلات تکمیلی دانشکده علوم تربیتی و روانشناسی دانشگاه فردو أکثرتحقیق حاضر باهدف بررسی رابطه ی ساده و چندگانه ی محیط های سازندگی با روحیه ی پژوشی دانشجویان تحصیلات تکمیلی دانشگاه فردوسی مشهدانجام شد. روش تحقیق توصیفی از نوع همبستگی و جامعه آماری تحقیق (475) نفر از دانشجویان تحصیلات تکمیلی دانشکده علوم تربیتی و روانشناسی دانشگاه فردوسی مشهد بود که تعداد 135 نفر (99 نفر زن و 36 نفر مرد) به روش نمونه‌گیری تصادفی طبقه ای و بر اساس فرمول کوکران انتخاب شدند. ابزار‌های مورداستفاده شامل پرسشنامه محیط‌های سازنده گرایی و روحیه پژوهشی بودند. نتایج ضریب همبستگی پیرسون نشان داد که بین مقیاس محیط‌های سازنده گرایی و تمام خرده مؤلفه‌های روحیه پژوهشی بجزء خرده مؤلفه تأکید بر دانش قبلی رابطه مثبت و معنی‌داری وجود داشت علاوه بر این تحلیل رگرسیون ساده نشان داد که از طریق محیط‌های سازنده گرایی می‌توان روحیه پژوهشی را پیش‌بینی کرد و از بین خرده مؤلفه‌ی محیط‌های سازنده گرایی سه خرده مؤلفه‌ی نقش تسهیل گری استاد، ارزشیابی تکوینی و توجه به دیدگاه‌های مختلف قادر به پیش‌بینی روحیه پژوهشی شدند. بنابراین لازم است که اساتید دانشگاه ها برای بهبود روحیه پژوهشگری در دانشجویان آموزه های رویکر سازنده گرایی را مد نظر داشته باشند و بشتر تسهیل گر جریان آموزش و پژوهش باشند نه انتقال دهنده صرف اطلاعات. تفاصيل المقالة -
حرية الوصول المقاله
6 - EFL Teachers’ Perceptions and Practices of Alternative Assessment Strategies and Their Relationship with Teacher Reflection
مصطفی نراقی زاده فرامرز عزیز ملایری حمید رضا خلجیFormative Assessment plays a significant role in classrooms in understanding how students progress in their learning activities. The attitudes of teachers towards application of Alternative Assessment (AA) strategies in English language classroom are considered importan أکثرFormative Assessment plays a significant role in classrooms in understanding how students progress in their learning activities. The attitudes of teachers towards application of Alternative Assessment (AA) strategies in English language classroom are considered important as they can affect the teachers’ overall performance in the classroom. The aim of the current study was to examine EFL teachers’ perceptions regarding alternative assessment strategies and their relationship while correlated with teacher reflections and perceptions. In order to conduct this study, a mixed-methods design was adopted. The participants who attended the quantitative and qualitative phases were 81 students and 30 EFL teachers, respectively. In order to collect the research data, two research instruments were used: the teacher reflection questionnaire (Akbari et al., 2010) and the teachers’ perceptions of alternative assessment questionnaire (Elharrar, 2006). The Pearson correlation coefficient statistical test was run for the quantitative data, and the data of the qualitative nature was processed through content-analysis procedure. The findings from the qualitative data were presented using frequency and percentage. Further discussions were provided using the findings from the quantitative data analysis. The results from this phase of analysis illustrated that there was a significant positive relationship between EFL teachers’ reflection and their experience of implementing alternative assessment strategies. The findings of this study may render implications for EFL teachers, teacher trainers, and the assessment administrates. تفاصيل المقالة -
حرية الوصول المقاله
7 - Investigating the Impacts of EFL Teachers' Age, Educational Background, Instructional Experience and Gender on Their Beliefs about Formative Assessment
Kamran Mehrgan Abdolmajid Hayati Seyyed Mohammad AlaviFormative assessment is deemed the collaborative processes in which teachers and learners are engaged for the purpose of understanding the learners' learning and diagnosing their strengths and weaknesses. On the other hand, teachers' beliefs about formative assessment a أکثرFormative assessment is deemed the collaborative processes in which teachers and learners are engaged for the purpose of understanding the learners' learning and diagnosing their strengths and weaknesses. On the other hand, teachers' beliefs about formative assessment are paramount and might be influenced by a legion of variables such age, educational background, instructional experience, and gender. This study investigated the impacts of EFL teachers' age, educational background, instructional experience, and gender on their beliefs about formative assessment. To this aim, 100 male and 100 female EFL teachers from Ahvaz junior and senior high schools participated in the study. The participants were given the questionnaire of teachers' beliefs about formative assessment. The results regarding EFL teachers' age, educational background, and gender revealed no statistically significant influence on their beliefs about formative assessment. However, teachers' teaching experience had significant impacts on their beliefs about formative assessment. These findings can contribute to EFL authorities concerning assessment procedures in language learning and teaching. تفاصيل المقالة -
حرية الوصول المقاله
8 - Think-Pair-Share as a Formative Assessment Strategy: EFL Learners’ Reading Comprehension and Vocabulary Learning
Heidar Ahmadi Biook Behnam Zohreh SeifooriPracticing innovative, constant, dynamic, ongoing and process-oriented assessment techniques with constructive and communicative feedback can consolidate and stabilize learners’ instruction and learning. This study investigated the impact of the think-pair-share ( أکثرPracticing innovative, constant, dynamic, ongoing and process-oriented assessment techniques with constructive and communicative feedback can consolidate and stabilize learners’ instruction and learning. This study investigated the impact of the think-pair-share (TPS) formative assessment (FA) strategy on Iranian EFL learners' reading comprehension skill and vocabulary knowledge. Sixty male intermediate EFL participants from two intact classes took part in the revised Cambridge Preliminary English Test and forty-eight students were chosen by analyzing their scores considering two standard deviations above or below the mean. The participants were from Allameh Jafari high school of Marand. They were assigned to two intact groups of twenty-four learners. This quasi-experimental study was implemented by using a pretest and posttest design to quantitatively collect data so as to compare the experimental group (EG) and the control group (CG). The EG was assessed through the TPS assessment technique, while the CG was assessed using the product-oriented summative assessment (SA) tool. To find out the effect of the assessment techniques on reading comprehension and vocabulary knowledge, the two groups of the study were assessed for twenty weeks. Then, Independent Samples T-test and the one-way ANCOVA were used to compare and analyze the pretest and the posttest scores of the participants in the two groups. The findings indicated that the EG with the TPS FA technique outperformed the CG with the SA strategy in reading comprehension and vocabulary learning. The findings can be pedagogically rewarding for learners, teachers and theoreticians and may cast light on SLA research in applying FA techniques. تفاصيل المقالة -
حرية الوصول المقاله
9 - The Effects of Implementing Summative Assessment, Formative Assessment and Dynamic Assessment on Iranian EFL Learners’ Listening Ability and Listening Strategy Use
Davood GhahremaniEvery society has its own culture, values, and ideology. Translations convey the meaning as well as cultural and ideological values, beliefs, ideas and norms from source culture to target culture. One type of translation which nowadays is popular among people, and can a أکثرEvery society has its own culture, values, and ideology. Translations convey the meaning as well as cultural and ideological values, beliefs, ideas and norms from source culture to target culture. One type of translation which nowadays is popular among people, and can attract so many audiences in different ages is Audiovisual Translation (AVT), particularly dubbing. If there is difference between values of source and target culture, it may cause conflict, i.e. some words and sentences in source culture can be used without any problem but they may be considered taboo in the target culture, and the people of target society might avoid using them. If the translator transfers such taboo words and sentences to the target culture, she/he will violate the norms of the society. Therefore, audiovisual translator should be equipped with different strategies in order to tackle such problems in the process of translation. This study attempts to determine the most frequent strategies in dubbing taboo words and sentences in romantic films which have been dubbed from English into Persian within the third decade after the Islamic Revolution in Iran by using Toury’s (1995) framework for classification of norms. This study will also investigate the norms which contribute to dubbing taboos from English into Persian in that period of time. تفاصيل المقالة -
حرية الوصول المقاله
10 - The Impact of the Students’ Formative and Summative Assessment on Professional Development of Iranian EFL Instructors at Universities: Case of Islamic Azad University-South Tehran Branch-Faculty of Persian Literature and Foreign Languages
Naser Janani Ahmad MohseniThis study was conducted to examine the impact of formative and summative assessment in the professional development of Iranian EFL Instructors at universities. Moreover, an attempt was made to figure out whether the formative assessment is more effective than the summa أکثرThis study was conducted to examine the impact of formative and summative assessment in the professional development of Iranian EFL Instructors at universities. Moreover, an attempt was made to figure out whether the formative assessment is more effective than the summative assessment. Since the present work is qualitative/quantitative research in nature, it was conducted within the ethnography of Islamic Azad University South Tehran Branch. To do so, two M.A classes were chosen and the data were collected via observations, field notes, interviews, stimulated recalls, questionnaires and through audio- video recordings. The findings of this study suggest that the formative and summative assessment enhance the practices of teaching by university instructors and that the formative assessment is more effective and beneficial. تفاصيل المقالة
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