تأثیر خودسنجشی، هم‌کلاسی‌سنجشی و مدرس‌سنجشی بر توسعه مهارت نوشتن به زبان دوم فراگیران زبان خارجه انگلیسی

نوع مقاله : علمی پژوهشی(عادی)

نویسندگان

1 گروه زبان انگلیسی، دانشکده زبانهای خارجی، دانشگاه تهران، ایران

2 گروه زبان انگلیسی، دانشکده ادبیات و زبانهای خارجی، واحد علوم و تحقیقات، دانشگاه آزاد اسلامی، تهران، ایران

چکیده

چکیده
مطالعه حاضر با هدف بررسی تأثیر انواع سنجش‌ها بر توسعه مهارت نوشتن در میان فراگیران ایرانی زبان خارجه انگلیسی انجام گردید. تعداد 60 فراگیر همگن‌سازی شده در سطح فوق متوسطه از دانشگاه آزاد اسلامی واحد قزوین در چهار گروه (سه گروه آزمون و یک گروه کنترل) در تحقیق حاضر شرکت نمودند. فراگیران، پیش‌آزمون، تیمار و پس‌آزمون را سپری کرده و نتایج حاکی از آن بود که انواع سنجش‌های موردنظر شناخت فراگیران را نسبت به مدل نوشتاری، درستی، کلمه‌بندی، املا، دستور و موارد مشابه افزایش دادند و به شکل معنی‌داری در توسعه مهارت نوشتن آن‌ها تأثیرگذار بودند. یافته‌ها همچنین نشان داد که خودسنجشی از انواع دیگر سنجش، تأثیرگذاری بیشتری داشت و هم‌کلاسی‌سنجشی نیز همین برتری را نسبت به مدرس‌سنجشی داشت. نتایج تحقیق حاضر می‌تواند زمینه را جهت فراگیران در توسعه عملکرد در مهارت نوشتن به زبان انگلیسی در مدارس، دانشگاه‌ها و مؤسسات آموزشی زبان ایران با توجه به روشهای سنجش محور فراهم سازد.

کلیدواژه‌ها


عنوان مقاله [English]

The Comparative Effect of Self-Assessment, Peer Assessment and Teacher Assessment on the EFL Learners’ Second language Writing Development

نویسندگان [English]

  • Majid Nemati 1
  • Mehran Ghafoori 2
1 English Department, Faculty of Foreign Languages, University of Tehran, Iran
2 Department of Literature and Foreign Languages, Science and Research Branch, Islamic Azad University, Tehran, Iran
چکیده [English]

Abstract
The present study intended to investigate the effect of assessment types on the development of L2 writing among Iranian EFL learners. To do so, 60 homogenized upper intermediate learners in Qazvin Islamic Azad University in Iran took part in the study in four groups (three experimental groups and one control group). The learners experienced pretest of writing, intervention, and posttest of writing. The results of the study revealed that different types of assessment including teacher, self, and peer assessment increased the familiarity with writing model, correctness, wording, dictation, grammar, pragmatics, and the like. The findings revealed that via such activities the learners’ writing could improve. Analysis of the results revealed that different types of assessment such as teacher assessment, peer assessment, and self-assessment significantly affected second language writing development of Iranian EFL learners. The findings also revealed that self-assessment took priority over other assessment types; meanwhile peer assessment was conducive to more fruitful results compared to teacher assessment.

کلیدواژه‌ها [English]

  • Dynamic Assessment
  • Feedback
  • Peer Assessment
  • Teacher Assessment
  • Self-assessment
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