نوع مقاله : علمی پژوهشی(عادی)
نویسنده
گروه آموزش زبان انگلیسی، دانشگاه آزاد اسلامی واحد تهران مرکز، تهران،:ایران.
چکیده
کلیدواژهها
موضوعات
عنوان مقاله [English]
نویسنده [English]
This study explores the influence of teachers' identity, knowledge, and education on the dynamic assessment of English language learners. The research adopts a developmental approach with a qualitative methodology and research synthesis, utilizing Roberts' (2009) six-stage model. The target population encompassed all relevant scientific articles published between 2000 and 2023 in domestic and international databases. After a rigorous screening process involving title, abstract, content analysis, and CASP criteria, 25 studies were chosen for further analysis. Data coding and analysis were conducted using a researcher-developed checklist and thematic analysis within MAXQDA software. The findings were validated through Lincoln and Guba's (1985) four criteria, researcher self-review, and intercoder agreement. The research identified 130 "markers" (basic themes) and 27 "components" (organizing themes). According to the research findings, teachers should be fully familiar with their professional identity and use this information in the evaluation process. Also, teachers with a full understanding of their professional mission and goals, as well as a better understanding of students' needs and abilities and strengthening teaching skills and educational abilities, improve educational programs and thereby facilitate the improvement of dynamic assessment of language learners. Dynamic assessment helps language learners, teachers, test designers, and textbook writers significantly. From the dynamic evaluation that evaluates language skills, vocabulary knowledge and pronunciation well, teachers and learners can find the problems of learning the second language and solve their problems by practicing the specified methods unique to this type of evaluation.
کلیدواژهها [English]
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