پژوهشهای زبانشناختی در زبانهای خارجی

پژوهشهای زبانشناختی در زبانهای خارجی

تأثیر ارزشیابی پویای گروهی مداخله‌گر و تجمعی در مقایسه با ارزشیابی ایستا بر درک مطلب خواندن استدلالی زبان‌آموزان ایرانی زبان انگلیسی به‌عنوان زبان خارجی

نوع مقاله : علمی پژوهشی(عادی)

نویسندگان
گروه زبان‌های خارجی، دانشگاه آزاد اسلامی واحد بوشهر، بوشهر، ایران.
10.22059/jflr.2026.413170.1286
چکیده
درک مطلب خواندن استدلالی مستلزم مهارت‌های سطح بالایی مانند ارزیابی، استدلال و تفکر انتقادی است؛ با این حال، در میان بسیاری از زبان‌آموزان انگلیسی در ایران، این توانایی‌ها به اندازه کافی رشد نکرده‌اند. این مطالعه به بررسی اثربخشی ارزشیابی پویای گروهی مداخله‌گر و ارزشیابی پویای گروهی تجمعی در مقایسه با ارزشیابی ایستا پرداخت. نود زبان‌آموز ایرانی زبان انگلیسی در سطح پایین‌متوسط با دامنه سنی ۱۸ تا ۲۵ سال که در مؤسسه‌های خصوصی آموزش زبان در شهر بوشهر مشغول به تحصیل بودند، در یک آزمایش شش‌هفته‌ای شرکت کردند و در پیش‌آزمون‌ها، پس‌آزمون‌ها و مصاحبه‌ها حضور یافتند. تحلیل‌های کمی با استفاده از تحلیل واریانس آمیخته نشان داد که هر دو نوع ارزشیابی پویای گروهی مداخله‌گر و تجمعی در مقایسه با ارزشیابی ایستا به پیشرفت معناداری در درک مطلب خواندن استدلالی منجر شدند. ارزشیابی پویای گروهی مداخله‌گر در تقویت راهبردهای تحلیلی فوری از طریق میانجی‌گری معلم مؤثرتر بود، در حالی که ارزشیابی پویای گروهی تجمعی با تشویق به تفکر مشارکتی، درک عمیق‌تر و پایدارتر را ارتقا داد. یافته‌های کیفی نشان داد که ارزشیابی پویا موجب کاهش اضطراب، تقویت آگاهی فراشناختی و کمک به درونی‌سازی راهبردهای استدلالی در زبان‌آموزان شد، در حالی که ارزشیابی ایستا به رشد یادگیری زبان‌آموزان کمک چندانی نکرد. این نتایج، با آشکار ساختن نقاط قوت مکمل ارزشیابی پویای گروهی مداخله‌گر و تجمعی، به‌ویژه در رویارویی با چالش‌های خواندن استدلالی، افق‌های تازه‌ای در پژوهش‌های ارزشیابی پویا می‌گشایند. این مطالعه پیشنهاد می‌کند به‌کارگیری ارزشیابی پویا ظرفیت آن را دارد که درک مطلب سطح بالا و سواد انتقادی را در زبان‌آموزان پرورش دهد.
کلیدواژه‌ها
موضوعات

عنوان مقاله English

The Impact of Interventionist and Cumulative Group Dynamic Assessment versus Static Assessment on Iranian EFL Learners' Argumentative Reading Comprehension

نویسندگان English

Samaneh Abbaszadeh
Saeed Ahmadi
Mohammad Exir
Department of Foreign Languages, Bu.C, Islamic Azad University, Bushehr, Iran.
چکیده English

Argumentative reading comprehension requires higher-order skills such as evaluation, reasoning, and critical thinking, yet these abilities remain underdeveloped among many English as a Foreign Language (EFL) learners in Iran. The main reason for this deficiency can be traced to the dominance of static, grammar‑focused testing in the Iranian educational system. This study investigated the effectiveness of interventionist group dynamic assessment (IGDA) and cumulative group dynamic assessment (CGDA) in comparison with static assessment (SA). Ninety low‑intermediate Iranian EFL learners (aged 18–25) who were enrolled in private language institutes in Bushehr participated in a six‑week intervention and completed pretests, posttests, and interviews. Quantitative analyses using mixed ANOVA revealed that both IGDA and CGDA led to significantly greater gains in argumentative reading comprehension than SA. IGDA proved most effective for fostering immediate analytical strategies through teacher mediation, whereas CGDA promoted deeper, sustained comprehension by encouraging collaborative reflection across sessions. Qualitative findings highlighted that dynamic assessment reduced anxiety, strengthened metacognitive awareness, and helped learners internalize reasoning strategies, while SA offered little developmental value. These results open new horizons in dynamic assessment research by distinguishing the complementary strengths of IGDA and CGDA, particularly in addressing the challenges of argumentative reading. This study suggests that using dynamic assessment may contribute to improving higher‑order comprehension and fostering critical literacy.

کلیدواژه‌ها English

Dynamic assessment
group dynamic assessment
interventionist group dynamic assessment
cumulative group dynamic assessment
argumentative reading
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دوره 16، شماره 2
تابستان 1405
صفحه 199-219