Within the field of second language learning, the need to provide equal access to L2 education has directed modern educators’ attention to the potentials of Dynamic Assessment (DA) for students with learning disabilities. The purpose of the present single case study was More
Within the field of second language learning, the need to provide equal access to L2 education has directed modern educators’ attention to the potentials of Dynamic Assessment (DA) for students with learning disabilities. The purpose of the present single case study was to explore the effects of interactionist DA on ADHD L2 learners’ knowledge of vocabulary and working memory capacity. A 13-year-old female EFL learner with the combined type of ADHD voluntarily participated in this study as an elementary student. During each session, a few new vocabulary items were taught through providing mediations relying on a regulatory scale from the most implicit to the most explicit emerging from the interactions between the mediator and the learner. The microgenetic analysis of DA protocols led to the development of an inventory of mediations consisting of different forms of implicit and explicit prompts. The results of the study demonstrated that DA could contribute to the learner’s vocabulary knowledge with a number of fluctuations in some DA sessions, while it did not improve her working memory capacity. The findings of this study provide further insight into teachers’ perception of how ADHD learners can learn an L2 and, at the same time, call for policy makers’ and materials developers’ greater attention to the progressive mediations required to help ADHD learners develop a higher level of self-regulation functioning through dialogic and social interactions.
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Persuasive writing is considered a complex genre for EFL learners to master and yet vital for academic arguments. As metadiscourse markers are recognizable and familiar devices to persuade, the purpose of this study was to investigate the effects of their explicit onlin More
Persuasive writing is considered a complex genre for EFL learners to master and yet vital for academic arguments. As metadiscourse markers are recognizable and familiar devices to persuade, the purpose of this study was to investigate the effects of their explicit online instruction on Iranian EFL learners' persuasive writing. The participants were homogenous EFL learners at the intermediate level, divided into two groups: experimental (n=40) and control (n=40). An official e-platform used in Iranian state-run schools was used for online instruction. According to a regular schedule, the participants received different passages containing metadiscourse markers. The teacher assigned the experimental group to notice and discuss the markers in small groups. Then, a passage-related topic was assigned and the learners wrote a persuasive essay in each session. For the control group, the same procedure was adopted except for the explicit focus on metadiscourse markers. Finally, a writing test demonstrated the significant effect of explicit instruction on persuasive writing of EFL learners, through statistical analysis explaining participants’ attitude and high frequency of - interactive type markers. Learners’ attitudes were also examined through interviews. Pedagogical implications are suggested to include explicit focus on metadiscourse markers in writing courses.
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بررسی‌کردن کنش‌های گفتاری و چالش‌های آموزش و یادگیری آن، هسته اصلی تحقیق حاضر را تشکیل داد. به منظور دست‌یابی به اهداف این پژوهش، تعداد 196 زبان آموز پیشرفته و 10 مدرس زبان پیشرفته ایرانی در این مطالعه‌ی تلفیقی و همزمان شرکت کردند. نتایج مطالعه کیفی نشان داد که، در کل، More
بررسی‌کردن کنش‌های گفتاری و چالش‌های آموزش و یادگیری آن، هسته اصلی تحقیق حاضر را تشکیل داد. به منظور دست‌یابی به اهداف این پژوهش، تعداد 196 زبان آموز پیشرفته و 10 مدرس زبان پیشرفته ایرانی در این مطالعه‌ی تلفیقی و همزمان شرکت کردند. نتایج مطالعه کیفی نشان داد که، در کل، سطح فعلی دانش کنش‌های گفتاری زبان‌آموزان پیشرفته ایرانی رضایت‌کننده نیست. درواقع، زبان‌آموزان پیشرفته ایرانی در زمینه فعالیت‌های کنش‌های گفتاری دریافتی، تولیدی-بدون تعاملی و سپس زبانی-گفتارشناسی، تسلط بیشتری نسبت به فعالیت‌های گفتارشناسی زبانی-اجتماعی دارند. به‌علاوه، در این تحقیق فاکتور جنسیت بی‌تاثیر یافت شد. همچنین، یافته‌های بخش کیفی، پنج چالش مهم در امر آموزش و یادگیری کنش‌های گفتاری را شناسایی کرد: مطلب درسی نامناسب، سنجش و اندازه گیری گفتارشناسی نادرست، معلمان ضعیف از منظر گفتارشناسی، بافت آموزشی نامناسب، و زمان و تلاش ناکافی. درنهایت، نتایج بخش کیفی و کمی این تحقیق، مورد بحث قرار گرفته و همدیگر را تصدیق و تکمیل نمودند. با توجه به این نتایج، تحقیق حاضر برای مدرسان زبان، ناظران آموزشی، مدیران مؤسسات زبان، تهیه کنندگان مطالب درسی، و طراحان برنامه ریزی درسی، کاربردهایی آموزشی ارائه می دهد.
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