The Impacts of Classroom Digital Literacy on EFL Iranian Teachers' Dynamic Assessment Quality Improvement

Subject Areas : Journal of Teaching English Language Studies

Mohammad Raeisi ¹ , Davood Mashhadi Heidar ² , Mohammadreza Khodareza ³

1 - English Language Department, English Faculty, Tonekabon Islamic Azad University, Tonekabon, Iran
2 - Islamic Azad University of Tonekabon
3 - English Language Department, English Facuty, Tonekabon Islamic Azad University, Iran

Received: 2018-12-22 Accepted : 2019-02-05 Published : 2019-03-01

Keywords: digital literacy, applicability of dynamic assessment, possibilities, process-oriented mechanism,

Abstract :

The purpose of this study was to investigate the impact of dynamic assessment as a processorientedmechanism on the digital classroom literacy of Iranian institute EFL teachers. Theparticipants were 168 male and female institute EFL teachers to whom the teachers' digitalclassroom literacy was studied in two groups. A truncated form of classroom checklist was alsogiven to the participants to assess their language proficiency. The participants were divided into2 groups based on the researcher’s task. 1 experimental group (84 females in group A and 84males in group B) and 1 control groups (21 females in group C and 21 males in group D). Thedynamic assessment was based on the digital literacy model adopted from Nawaz and Kundi(2010) consisting of frequency of usage of computers, internet and digital technology in EFLclassrooms. The control groups received the traditional assessment without modern technologies.The data were analyzed using one independent samples t tests, mean and the effect size. Theresults showed that the applicability of dynamic assessment considerably improved the digitalliteracy of the participants.

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