Simultaneous evaluation of the impact of different types of dynamic assessment on EFL learners' listening comprehension has never been conducted as far as the related literature discloses. Most of the studies connected with the dynamic assessment and various language skills have focused on speaking and writing performance. The present qualitative study aimed to examine Iranian EFL learners' attitudes toward the application of three models of dynamic assessment; namely, Interactionist Dynamic Assessment (I-DA), Group Dynamic Assessment (G-DA), and Computerized Dynamic Assessment (C-DA to Listening Comprehension Instruction. For this purpose, the Preliminary English Test (PET) was administered to 140 Iranian EFL female learners in four English Language Institutes in Ahvaz, Iran, who were chosen through availability sampling, and 80 of them were selected as homogeneous participants of the study. Then, they were given a perception questionnaire intended to elicit their insights about applying the different types of dynamic assessment. Three parallel questionnaires were constructed, each consisting of 15 items, and asking the learners about the efficacy of interactionist dynamic assessment in the I-DA group, group dynamic assessment in the G-DA group, and computerized dynamic assessment in the C-DA group. The descriptive analysis of the respondents' answers revealed that the degree of the IDA, GDA, and CDA learners' positive attitudes towards the application of DA reached statistical significance. This finding implies that EFL teachers may need to deliberate on the positive influence of different dynamic assessment models on EFL learners' listening comprehension improvement and, therefore, provide them with more opportunities to interact. پرونده مقاله

This study aimed to examine the impact of Group Dynamic Assessment (G-DA) on the listening comprehension of Iranian intermediate EFL learners. To this purpose, through the Preliminary English Test (PET) 140 Iranian EFL female learners in four English Language Institutes of Ahvaz, Iran, were tested, and 80 of them were selected as the sample of the study using convenience sampling. They were taught through group dynamic assessment. After the pretest and treatment sessions, the participants were given the listening comprehension post-test and the resultant scores were statistically analyzed to detect their development from pretest to post-test. The obtained results revealed that Group Dynamic Assessment (G-DA) had a positive impact on the participants’ listening comprehension. This finding implies that EFL teachers may need to consider the positive impact of dynamic assessment on EFL learners’ listening comprehension improvement and provide them with more opportunities to interact. They may also need to create a change in the traditional models of listening comprehension assessment which emphasize psychometric quantification of students' performances. پرونده مقاله

The current study explored the effects of different feedback types on reducing Iranian test-takers’ speaking anxiety at the lower- and upper-intermediate levels. For this purpose, 90 male and female learners aged 21 to 45, who were preparing themselves to take the IELTS Mock test, were selected through a convenient sampling method and divided into lower-intermediate and upper-intermediate levels on the basis of the Oxford Placement Test (OPT) results. Then, they underwent ten treatment sessions of recast, explicit, metalinguistic, and clarification corrective feedback. To measure the anxiety in speaking performance, Chowdhury’s (2014) questionnaire was given to the participants once before treatment and once after the treatment. Then, the score of each learner was calculated and recorded for the data analysis. The obtained results revealed that there was a statistically significant difference among the feedback types regarding the participants’ speaking anxiety at the lower-intermediate as well as the upper-intermediate level. The implication of this finding is that teachers should constantly implement different types of corrective feedback in their classes to help students with their speaking anxiety problems. پرونده مقاله

During the last decade, the issue of teachers’ immunity and its relation with other affective factors has engrossed the consideration of some researchers. The present research was carried out to determine the relationship among emotional intelligence, self-efficacy, and teachers’ immunity in Iranian language centers and public schools. To achieve this objective, one hundred EFL instructors teaching in public schools (N=50) and language centers (N=50), in Isfahan, were selected through the convenience sampling method to act as participants of the study. They were given three questionnaires on Self-Efficacy, Emotional Intelligence, and Teachers’ Immunity, and the resulting scores were analyzed statistically. The obtained results revealed that in language centers, self-efficacy and emotional intelligence could not predict the teachers’ immunity. However, there was a substantial association between the teachers’ scores obtained from three questionnaires. These findings might have suggestions for the decision-makers in the Ministry of Education to provide the facilities needed to improve teachers’ immunity. پرونده مقاله

One of the biggest challenges IELTS candidates face in the speaking test session is speaking anxiety. To explore techniques to reduce this anxiety among those learners preparing to sit for the above test, the present study was carried out to compare the effect of metalinguistic and clarification request feedback on the aforesaid anxiety. To this end, 58 male and female learners who had been selected through their performance on a sample language proficiency test, were assigned to one control (N = 18) and two experimental groups (N = 20, each). The control group received different types of corrective feedback, the metalinguistic group received metalinguistic clues on the errors they made, and the clarification request group was asked to clarify their intended meaning whenever they made a mistake. Both types of corrective feedback showed a significant decrease in the speaking anxiety level of the participants in comparison to the control group. However, the metalinguistic group was found to have less anxiety after the treatment. This proves that in IELTS preparatory classes where mistakes on the part of the learners could be corrected as far as their accuracy is concerned, providing learners with metalinguistic clues seems to be more beneficial compared to the clarification request corrective feedback. پرونده مقاله