ارزشیابی درک شنیداری زبان آموزان از طریق مداخله های رایانه ای و چند وجهی زمانبندی شده

نوع مقاله: علمی پژوهشی

نویسندگان

گروه زبان انگلیسی، دانشگاه علامه محدث نوری

چکیده

هدف از مقاله حاضر بررسی قابلیت اجرایی آزمون شنیداری پویای رایانه ای (CDLT) در تشخیص و تقویت منطقه مجاور رشد زبان آموزان در فعالیت های شنیداری از طریق مداخله های چند وجهی(صوتی، متنی و تصویری) می باشد. بدین منظور، تعداد 140 نفر در آزمون تعیین سطح شرکت نمودند که از این تعداد 100 نفر با سطح پیش متوسط انتخاب شدند. در فرآیند برگزاری آزمون، با تبعبت از رویکرد بازخورد ترغیبی - تدریجی و مقیاس ضمنی-صریح ، مجوعه ای از مداخله های طبقه بندی شده شامل صوتی، متنی و تصویری به آزمون دهنده ها داده شد و مدت زمان پردازش آزمون دهنده ها در پاسخ دهی به سوالات ثبت شد. بررسی ها نشان داد که مداخله های چند وجهی از طریق آزمون شنیداری پویای رایانه ای منجر به تغییرات معنا داری در توانایی های شنیداری زبان آموزان و پیشرفت منطقه مجاور رشد آنها شد. نتایج حاصل از این تحقیق می تواند در امر ارزشیابی های جمعی و سراسری، آموزش و یادگیری به عنوان یک روش کارآمد مورد استفاده قرار گیرد.

کلیدواژه‌ها


عنوان مقاله [English]

Assessing L2 Learners' Listening Comprehension through Computerized and Timed Multimodal Mediation

نویسندگان [English]

  • Karim Shabani
  • Iman Bakhoda
Allameh Mohaddes Nouri University
چکیده [English]

The main ambition behind the present study was to test the applicability of Computerized Dynamic Listening Test (CDLT) in diagnosing and enhancing L2 learners' Zone of Proximal Development (ZPD) in listening comprehension tasks through multimodal mediations (audio, text and picture). Following a graduated prompt approach and an implicit-to-explicit scale, a hierarchical array of mediations (aural, textual and visual) was presented to the participants. The results of t-test indicated that multimodal mediations resulted in significant changes in the listening ability of the learners. The analysis of CDLT scores revealed that learners with the same actual score gained different mediated and Learning Potential Scores (LPS), denoting that learners with the same independent abilities might require different types of mediations for their subsequent instruction. Moreover, the CDLT showcased the learners’ processing time as a precise measure of the learners’ underlying listening abilities and differential functioning. Finally, the study suggests the use of CDLT as a valid procedure for instructional, learning and large-scale assessment purposes.

کلیدواژه‌ها [English]

  • Computerized Dynamic Listening Test (CDLT)
  • Graduated prompts
  • implicit-explicit scale
  • Processing time
  • Multimodal Mediation

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