Impact of Peer-Assisted Mediation vs. Teacher-Intervention on EFL Learners’ Attitude toward Reading Comprehension Classes: Interventionist Dynamic Assessment in Focus
محورهای موضوعی : نشریه زبان و ترجمهHossein Shokri 1 , Mohammad Reza Khodareza 2
1 - Department of English Language Teaching, Aliabad Katoul Branch, Islamic Azad University, Aliabad Katoul, Iran
2 - Department of English, Tonekabon Branch, Islamic Azad University, Tonekabon, Iran
کلید واژه: Attitude, Dynamic Assessment, Peer-assisted mediation, Teacher-intervention,
چکیده مقاله :
In this study, attempts were made to explore the impact of peer-assisted mediation and teacher intervention on the attitudes of Iranian intermediate English learners towards reading comprehension, within an intrusive dynamic assessment approach. For this purpose, 60 male language learners were selected and homogenized by applying the Oxford Placement Test (OPT) as the main participants of the study. They were randomly divided into three groups: Experimental group (GA), Peer mediation, Experimental group (GB), and Instructor intervention group (GC)—control group. An attitude questionnaire was administered to the participants in all three groups to collect the necessary data. Then the treatment started and lasted 12 sessions. Each group of participants received a specific treatment. The post-test was administered at the end of the treatment. Analysis of the results showed that peer-assisted mediation and teacher intervention in intrusive dynamic assessment had significant impacts on the reading comprehension attitudes of Iranian intermediate English learners. The findings of the study offered some pedagogical implications for language teachers and textbook developers.
In this study, attempts were made to explore the impact of peer-assisted mediation and teacher intervention on the attitudes of Iranian intermediate English learners towards reading comprehension, within an intrusive dynamic assessment approach. For this purpose, 60 male language learners were selected and homogenized by applying the Oxford Placement Test (OPT) as the main participants of the study. They were randomly divided into three groups: Experimental group (GA), Peer mediation, Experimental group (GB), and Instructor intervention group (GC)—control group. An attitude questionnaire was administered to the participants in all three groups to collect the necessary data. Then the treatment started and lasted 12 sessions. Each group of participants received a specific treatment. The post-test was administered at the end of the treatment. Analysis of the results showed that peer-assisted mediation and teacher intervention in intrusive dynamic assessment had significant impacts on the reading comprehension attitudes of Iranian intermediate English learners. The findings of the study offered some pedagogical implications for language teachers and textbook developers.
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