Interactionist and Interventionist Dynamic Assessment Approaches to Teaching Argumentative Writing: Do Complexity, Accuracy, and Fluency Develop?
محورهای موضوعی : language teachingآیدا رحمانی فرهیخته 1 , مژگان رشتچی 2 , مسعود یزدانی مقدم 3
1 - گروه انگلیسی، واحد علوم وتحقیقات، دانشگاه آزاد اسلامی، تهران، ایران
2 - گروه انگلیسی، واحد تهران شمال، دانشگاه آزاد اسلامی، تهران، ایران
3 - گروه انگلیسی، واحد گرمسار، دانشگاه آزاد اسلامی، تهران، ایران
کلید واژه: writing proficiency, mediation, EFL teachers, Feedback, teaching writing,
چکیده مقاله :
Complexity, accuracy, and fluency (CAF) are measures of language proficiency in productive skills. This study with a non-equivalent control group pretest-post-test design explored whether Dynamic Assessment (DA) procedures enhances EFL teachers' writing CAF. Three 22-member groups of homogeneous teachers were randomly assigned to one control group (Non-DA), an interactionist DA group (IA-DAG), and an interventionist DA group (IV-DAG). After the nine-session treatment, the study groups took a writing post-test. A one-way ANOVA test showed that the experimental groups outperformed the control group, although no significant differences were found between DA groups. Besides, no statistically significant differences were found between the groups' writing complexity. Considering accuracy, IA-DAG outperformed Non-DAG whereas no significant differences were observed between the experimental groups and between IV-DAG and Non-DAG. Fluency measures showed the superiority of DA groups to the control group. The first conclusion was that DA processes have a decisive role in improving writing skills and the CAF triad. Second, CAF components do not develop in a linear process, and employing DA procedures can be useful for its improvement. The paper has implications for language teachers and SLA researchers.
تحقیق حاضر با طرح پژوهشی پیش آزمون- پس آزمون با گروه کنترل غیرهمسان به بررسی تاثیر ارزشیابی پویا به دو صورت تعاملی و تداخلی بر توانایی نگارش استدلالی معلمان زبان انگلیسی پرداخت. همچنین پژوهشگران در صدد اندازه گیری سه عامل پیچیدگی، درستی و سلاست در مهارت نوشتار معلمان زبان پس از آموزش های تعاملی و تداخلی ارزشیابی پویا بودند. به همین منظور سه گروه بیست و دو نفری از معلمان با سطح زبان یکسان بطور تصادفی به سه گروه کنترل، ارزشیابی پویای تعاملی و ارزشیابی پویای تداخلی تقسیم شدند. پس از نه جلسه آموزش، گروه ها در پس آزمون مهارت نوشتاری شرکت کردند. آزمون تجزیه و تحلیل واریانس یک طرفه نشانگر عملکرد بهتر دو گروه آزمایش نسبت به گروه کنترل در نگارش متون استدلالی بود اگر چه از لحاظ آماری تفاوت معناداری بین دو گروه آزمایش مشاهده نشد. همچنین بین دو گروه در زمینه پیچیدگی مهارت نوشتار استدلالی تفاوت آماری معناداری دیده نشد. از نظر درستی، عملکرد گروه تعاملی بهتر از گروه کنترل بود. در حالیکه تفاوت معنادار بین دو گروه آزمایش مشاهده نشد.در سنجش سلاست گروه های ارزیابی پویا بر گروه کنترل برتری نشان دادند. این مقاله در بر گیرنده ی نتایج و پیشنهادهایی برای سایر محققین می باشد.
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