تأثیر ارزشیابی پویا بر عملکرد زبان آموزان در فعالیتهای انتخابی و تولیدی درک مطلب خواندن

نوع مقاله: علمی پژوهشی

نویسندگان

گروه آموزش زبان انگلیسی، دانشگاه آزاد اسلامی، واحد کرج، کرج، ایران

چکیده

هدف این تحقیق، بررسی تأثیر ارزشیابی پویا بر عملکرد زبان‌ آموزان در دو نوع فعالیت انتخابی و تولیدی درک مطلب خواندن بود. ٦٠ زبان آموز از میان ٧٨ نفر براساس عملکردشان در آزمون نلسون سطح مبتدی، انتخاب و به‌ دو گروه ٣٠ نفره کنترل و تجربی تقسیم شدند. در هر دو گروه، از بخش درک مطلب خواندن آزمون KET که شامل ٢٨ سوال انتخابی و ٢٧ سوال تولیدی می‌شد، به عنوان پیش‌ آزمون و پس‌ آزمون استفاده شد. زبان‌ آموزان گروه تجربی از ارزشیابی پویا مدل "آزمون-میانجی-آزمون مجدد" بهره بردند. در پایان، برای بررسی عملکرد دو گروه و پاسخ به‌ سوالات، از تحلیل واریانس دوسویه سنجش مکرر و تحلیل واریانس چند متغیری استفاده شد. مهمترین یافتهء این تحقیق این ‌است‌ که ارزشیابی پویا تأثیر قابل توجهی در بهبود عملکرد زبان آموزان در هر دو نوع فعالیت انتخابی و تولیدی درک مطلب خواندن دارد. نتایج بیشتر و جنبه های کاربردی آن توضیح داده می‌شود.

کلیدواژه‌ها


عنوان مقاله [English]

The Effect of Dynamic Assessment on EFL Learners’ Performance on Selective and Productive Reading Comprehension Tasks

نویسندگان [English]

  • Fateme Nikmard
  • Kobra Tavassoli
ELT Department, Karaj Branch, Islamic Azad University, Karaj, Iran
چکیده [English]

This study tried to examine the effect of using dynamic assessment on EFL learners’ performance on selective and productive reading comprehension tasks. Sixty EFL learners out of 78 were selected based on their performance on a Nelson test at the elementary level; then, they were divided into a control and a dynamic assessment group. In both groups, the reading section of KET with 28 selective and 27 productive items was used as the pretest and the posttest. The participants in the dynamic assessment group benefitted from the interventionist kind of mediation in the form of taking a set of four tests, each one twice, before and after the mediation. Finally, two repeated-measures two-way ANOVAs and one MANOVA were run on pretest and posttest results of selective and productive tasks to answer the research questions. The primary finding was that dynamic assessment improved EFL learners’ performance on both types of tasks significantly. Conclusions and implications are further discussed.

کلیدواژه‌ها [English]

  • assessment
  • Dynamic Assessment
  • EFL learner
  • Reading comprehension
  • Productive tasks
  • Selective tasks

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