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 ترجمه
Hossein Shokri
1
(Department of English Language Teaching, Aliabad Katoul Branch, Islamic Azad University, Aliabad Katoul, Iran)
Mohammad Reza Khodareza
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.
در این مطالعه، تلاش شد تا تأثیر میانجیگری به کمک همتایان و مداخله معلم بر نگرش زبان آموزان ایرانی متوسطه انگلیسی نسبت به درک مطلب، در یک رویکرد ارزیابی پویا سرزده بررسی شود. برای این منظور 60 زبان آموز مرد با استفاده از آزمون تعیین سطح آکسفورد (OPT) به عنوان شرکت کنندگان اصلی مطالعه انتخاب و همگن شدند. آنها به طور تصادفی به سه گروه: گروه آزمایش (GA)، میانجیگری همتایان، گروه آزمایش (GB)، گروه مداخله مربی (GC) - گروه کنترل تقسیم شدند. برای جمع‌آوری داده‌های لازم، پرسشنامه نگرش برای شرکت‌کنندگان در هر سه گروه اجرا شد. سپس درمان شروع شد و 12 جلسه به طول انجامید. هر گروه از شرکت کنندگان درمان خاصی را دریافت کردند. پس آزمون در پایان درمان انجام شد. تجزیه و تحلیل نتایج نشان داد که میانجیگری به کمک همسالان و مداخله معلم در ارزیابی پویا نفوذی تأثیر معناداری بر نگرش درک مطلب زبان آموزان ایرانی متوسطه انگلیسی دارد. یافته های این مطالعه برخی مفاهیم آموزشی را برای معلمان زبان و توسعه دهندگان کتاب های درسی ارائه کرد.
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