Portfolio Assessment-Led Engagement, Study and Activation (ESA) Mechanism in Writing Class: Focus on Emotive Dimensions
محورهای موضوعی : English Language Teaching (ELT)
فاطمه رنجبرواحد
1
,
Gholam-Reza Abbasian
2
,
Bahram Mowlaie
3
1 - دانشجوی دکتری آموزش زبان انگلیسی، دانشگاه آزاد اسلامی، واحد تهران جنوب، تهران، ایران
2 - Imam Ali University, Tehran, Iran
3 - Assistant Professor, Faculty of Persian Literature and Foreign Languages, South Tehran Branch, Islamic Azad University, Tehran, Iran
کلید واژه: Emotion, ESA, Portfolio-Assessment, Writing Skills,
چکیده مقاله :
An appropriate and dynamic teaching method in EFL instruction is crucial for engaging, attracting, and supporting students. This study utilized a mixed-method approach to explore the effectiveness of synthesizing Engagement, Study, and Activation (ESA) with portfolio assessment on Iranian female students' emotive dimensions in writing skills. A total of 177 students participated in the experimental study, completing think-aloud protocols, questionnaires, and interviews. Quantitative analysis through MANOVA and qualitative analysis using NVivo demonstrated significant results. The synthesis of ESA with portfolio assessment yielded the highest mean scores in emotive dimensions related to writing skills, followed by pure ESA application and the control group. Additionally, pure ESA application outperformed conventional instructional methods in overall emotive dimensions. However, the synthetic approach proved to be more effective than pure ESA across all emotive dimensions. Qualitative data from think-aloud protocols and interviews further elucidated the impact of synthetic mechanisms on boredom, hopelessness, anxiety, anger, enjoyment, pride, motivation, motivation and relief. The main implication for the stakeholders is the feasibility, usefulness and applicability of dynamic assessment in accommodating emotive dimensions in the process of both instruction and assessment of language.
An appropriate and dynamic teaching method in EFL instruction is crucial for engaging, attracting, and supporting students. This study utilized a mixed-method approach to explore the effectiveness of synthesizing Engagement, Study, and Activation (ESA) with portfolio assessment on Iranian female students' emotive dimensions in writing skills. A total of 177 students participated in the experimental study, completing think-aloud protocols, questionnaires, and interviews. Quantitative analysis through MANOVA and qualitative analysis using NVivo demonstrated significant results. The synthesis of ESA with portfolio assessment yielded the highest mean scores in emotive dimensions related to writing skills, followed by pure ESA application and the control group. Additionally, pure ESA application outperformed conventional instructional methods in overall emotive dimensions. However, the synthetic approach proved to be more effective than pure ESA across all emotive dimensions. Qualitative data from think-aloud protocols and interviews further elucidated the impact of synthetic mechanisms on boredom, hopelessness, anxiety, anger, enjoyment, pride, motivation, motivation and relief. The main implication for the stakeholders is the feasibility, usefulness and applicability of dynamic assessment in accommodating emotive dimensions in the process of both instruction and assessment of language.
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