The Effect of Learner-Oriented Assessment (LOA) on the Development of Iranian EFL Learners’ Interlanguage Pragmatic (ILP) Competence
محورهای موضوعی : Applied LinguisticsArezoo Nik Khormizi 1 , Gholam-Reza Abbasian 2 , مسعود یزدانی مقدم 3
1 - Ph.D. Candidate, Kish International Branch, Islamic Azad University, Kish Island, Iran
2 - Imam Ali University, Tehran, Iran
3 - دانشکده زبانهای خارجی، واحد گرمسار، دانشگاه آزاد اسلامی، گرمسار، ایران
کلید واژه: Assessment, interlanguage pragmatic (ILP) competence, learner-oriented assessment (LOA),
چکیده مقاله :
Interlanguage pragmatic (ILP) is a complex dimension of English language for learners. Learner-oriented assessment (LOA) can be utilized as a strategy to help learners acquire ILP. This study sought to investigate the effect of learner-oriented assessment (LOA) on the development of Iranian EFL learners’ interlanguage pragmatic (ILP) competence. To this end, a quasi-experimental one-group pre-test post-test design was used. Participants consisted of 30 conveniently selected female intermediate EFL learners from a language institute in Mashhad. For data collection, Quick Placement Test (QPT), a researcher-made LOA Questionnaire and Written Discourse-Completion Test (WDCT) were used. Data analysis was run using exploratory factor analysis, confirmatory factor analysis, Cronbach’s Alpha Test, and mixed repeated measures ANOVA. The results showed that the LOA Questionnaire enjoyed high validity and reliability. Moreover, it was proved that LOA was significantly effective on the development of Iranian EFL learners’ ILP competence. The results have some implications for EFL teachers, learners and curriculum planners.
Interlanguage pragmatic (ILP) is a complex dimension of English language for learners. Learner-oriented assessment (LOA) can be utilized as a strategy to help learners acquire ILP. This study sought to investigate the effect of learner-oriented assessment (LOA) on the development of Iranian EFL learners’ interlanguage pragmatic (ILP) competence. To this end, a quasi-experimental one-group pre-test post-test design was used. Participants consisted of 30 conveniently selected female intermediate EFL learners from a language institute in Mashhad. For data collection, Quick Placement Test (QPT), a researcher-made LOA Questionnaire and Written Discourse-Completion Test (WDCT) were used. Data analysis was run using exploratory factor analysis, confirmatory factor analysis, Cronbach’s Alpha Test, and mixed repeated measures ANOVA. The results showed that the LOA Questionnaire enjoyed high validity and reliability. Moreover, it was proved that LOA was significantly effective on the development of Iranian EFL learners’ ILP competence. The results have some implications for EFL teachers, learners and curriculum planners.
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