نوع مقاله : مقاله پژوهشی
نویسندگان
1 دانشجوی دکتری، گروه زبان انگلیسی، واحد تنکابن، دانشگاه آزاد اسلامی، تنکابن، ایران
2 استادیار، گروه زبان انگلیسی، واحد تنکابن، دانشگاه آزاد اسلامی، تنکابن، ایران
چکیده
در چارچوب نظریه اجتماعی-فرهنگی ویگوتسکی، این پژوهش قصد دارد به بررسی اینکه آیا ارزیابی پویای گروهی رایانشی، توانایی درک مطلب شنیداری زبانآموزان مرد و زن ایرانی را تحت تأثیر قرار دادهاست، بپردازد. دادهها از طریق برگزاری پیشآزمون و پسآزمونهای درک مطلب شنیداری مابین 140 شرکتکننده که به فراگیران مرد و زن در گروههای کنترلی و آزمایشی دستهبندی شده بودند، گردآوری شد. در هرگروه از مطالعه، 35 زبانآموز زن و 35 زبانآموز مرد بودند. شرکتکنندگان در گروههای آزمایش، در معرض ارزیابی پویایی گروهی قرار گرفتند تا به صورت تعاملی، تکلیفهای منتخب درک مطلب شنیداری را انجام دهند و معلم نیز حمایتهای لازم را هم فراهم نمود. تجزیه و تحلیل کمی پیشآزمونها و پسآزمونهای درک مطلب شنیداری میان گروههای زن و مرد از طریق فرآیند تحلیل واریانس وکوواریانس دوسویه انجام گرفت. یافتهها نشان دادند که فراگیران مرد و زن هر دو، در گروههای آزمایشی به طور معناداری عملکرد بهتری از فراگیران در گروههای کنترل داشتند. اما تفاوت معناداری میان توانایی درک مطلب شنیداری گروههای جنسیت در گروههای آزمایشی مشاهده نشد. یافتهها به بهرهگیری مؤثرِ ارزیابی پویای گروهی از طریق نرمافزار به منظور بهبود توانایی درک مطلب شنیداری زبانآموزان کمک کردند، به این معنا که پیشنهاد میشود معلمها از ابزارهای فناوری آگاه باشند تا بتوانند برای زبانآموزان بستری تعاملی جهتِ پیشرفت مهارتها و زیر مهارتهای زبانیشان فراهم نمایند.
کلیدواژهها
- Abdolrezapour, P. (2019). Applying computer-mediated active learning intervention to improve L2 listening comprehension. Applied Research on English Language, 8(4), 511-530. http://dx.doi.org/10.22108/are.2019.115355.1424
- Ableeva, R. (2008). The effects of dynamic assessment on L2 listening comprehension. In J. P. Lantolf & M. Poehner (Eds.), Socio-cultural theory and the teaching of second languages (pp. 57-86). Equinox Press.
- Ahmadi Safa, M., & Beheshti, S. (2018). Interactionist and interventionist group dynamic assessment (GDA) and EFL learners' listening comprehension development. Iranian Journal of Language Teaching Research, 6(3), 37-56. https://doi.org/10.30466/IJLTR.2018.120600
- Alderson, J. C., & Bachman, L. F. (2003). Series editors preface. In G. Buck, Assessing listening (pp. x-xi). Cambridge University Press.
- Alshenqeeti, H., & Grami, G. M. A. (2019). Dynamic assessment in the EFL classroom: The case of listening comprehension. Asian Journal of Education and Social Studies, 5(4) 1-11. https://doi.org/10.9734/ajess/2019/v5i430160
- Anton, M. (2009). Dynamic assessment of advanced second language learners. Foreign Language Annals, 42(3), 576-598. http://dx.doi.org/10.1111/j.1944-9720.2009.01030.x
- Archer, J. C. (2010). State of the science in health professional education: Effective feedback. Medical Education, 44, 101-108. http://dx.doi.org/10.1111/j.1365-2923.2009.03546.x
- Ashraf, H., Motallebzadeh, K., & Ghazizadeh, F. (2016). The impact of electronic-based dynamic assessment on the listening skill of Iranian EFL learners. International Journal of Language Testing, 6(1), 24-32. https://www.ijlt.ir/article_114420.html
- Baxter, J. (2003). Positioning gender in discourse. Palgrave.
- Borchelt, N. (2007). Cognitive computer tools in the teaching and learning of undergraduate calculus. International Journal for the Scholarship of Teaching and Learning, 1(2), 1-17. https://doi.org/10.20429/ijsotl.2007.010212
- Brookhart, S. M. (2008). Feedback that fits Educational Leadership, 65(4), 54-59. https://eric.ed.gov/?id=EJ781221
- Cameron, D. (2005). Language, gender, and sexuality: Current issues and new direction. Applied Linguistics, 26(4), 482-502. https://doi.org/10.1093/applin/ami027
- Cutting, L. E., & Scarborough, H. S. (2006). Prediction of reading comprehension: Relative contributions of word recognition, language proficiency, and other cognitive skills can depend on how comprehension is measured. Scientific Studies of Reading, 10(3), 277-299. https://doi.org/10.1207/s1532799xssr1003_5
- Douglas, D. (2010). Understanding language testing. Hodder Education. https://doi.org/10.1177/0265532210373604
- Elfi, E. (2019). CALL: The use of Winnerclass Professionals V. 3.0 software in teaching listening. PROCEEDING IAIN Batusangkar, 3(1), 105-110. https://doi.org/10.4304/jltr.2.5.977-988
- Ghahremani, D. (2013). The effects of implementing summative assessment, formative assessment and dynamic assessment on Iranian EFL learners’ listening ability and listening strategy use. Journal of Language and Translation, 3(1), 59-68. http://ttlt.azad.ac.ir/article_514741.html
- Godwin-Jones, R. (2011). Emerging technologies autonomous language learning. Language Learning & Technology, 15(3), 4-11. https://scholarspace.manoa.hawaii.edu
- Guk, I., & Kellogg, D. (2007). The ZPD and whole class teaching: Teacher-led and student-led interactional mediation of tasks. Language Teaching Research, 11(3), 281-299. https://doi.org/10.1177/1362168807077561
- Harlen, W. (2006). On the relationship between assessment for formative and summative purposes. In J. Gardner (Ed.), Assessment and learning (pp. 61-80). Sage.
- Haywood, H. C., & Lidz, C. S. (2007). Dynamic assessment in practice: Clinical and educational applications. Cambridge University Press. https://doi.org/10.1177/0734282909347604
- Hidri, S. (2014). Developing and evaluating a dynamic assessment of listening comprehension in an EFL context. Language Testing in Asia, 4(1), 1-19. https://doi.org/10.1186/2229-0443-4-4
- James, M. (2008). Assessment and learning. In S. Swaffield (Ed.), Unlocking assessment: Understanding for reflection and application (pp. 20-35). Routledge.
- Jones, M. G., & Brader-Araje, L. (2002). The impact of constructivism on education: Language, discourse, and meaning. American Communication Journal, 5(3), 1-10. https://ac-journal.org/journal/vol5/iss3/special/jones.pdf
- Kennedy, K., Chan, J., Fok, P., & Yu, W. (2008). Forms of assessment and their potential for enhancing learning: Conceptual and cultural issues. Educational Research for Policy and Practice, 7(3), 197-207. https://eric.ed.gov/?id=EJ814321
- Khoshsima, H., & Mozakka, Z. (2017). The effect of computer-assisted language learning on Iranian upper-intermediate EFL learners’ listening skill. Journal of Applied Linguistics and Language Research, 4(2), 81-91. http://www.jallr.com/index.php/JALLR/article/view/520
- Lam, R., & Lee, I. (2010). Balancing the dual functions of portfolio assessment. ELT Journal, 64(1), 54-64. https://doi.org/10.1093/elt/ccp024
- Lantolf, J. P., & Poehner, M. E. (2004). Dynamic assessment of L2 development: Bringing the past into the future. Journal of Applied Linguistics, 1(2), 49-72. https://doi.org/10.1558/japl.v1.i1.49
- Lantolf, J. P., & Poehner, M. (2008). Dynamic assessment. In N. Hornberger (Ed.), The encyclopedia of language and education: Language testing and assessment (pp. 273-285). Cambridge University Press.
- Lebedeva, M. Y., Koltakova, E. V., Khaleeva, O. N., & Rusetskaya, M. N. (2016). Computer-assisted language learning for the development of listening skills: A case study of pre-university Russian as a foreign language. International Journal of Applied Linguistics and English Literature, 6(1), 257-265. http://dx.doi.org/10.7575/aiac.ijalel.v.6n.1p.257
- Lee, I., & Coniam, D. (2013). Introducing assessment for learning for EFL writing in an assessment of learning examination-driven system in Hong Kong. Journal of Second Language Writing, 22(1), 34-50. http://dx.doi.org/10.1016/j.jslw.2012.11.003
- Mashhadi Heidar, D. (2016). ZPD-assisted introduction via web 2.0 and listening comprehension ability. English for Specific Purposes World, 49(17) 1-17. http://esp-world.info/Articles_49/Heidar.pdf
- Mashhadi Heidar, D., & Afghari, A. (2015). The effect of dynamic assessment in synchronous computer-mediated communication on Iranian EFL learners’ listening comprehension ability at upper-intermediate level. English Language Teaching, 8(4), 14-23. https://doi.org/10.5539/elt.v8n4p14
- McKeough, A., & Lupart, J. L. (2013). Toward the practice of theory-based instruction: Current cognitive theories and their educational promise. Lawrence Erlbaum Associates.
- Nachoua, H. 2012. Computer-assisted language learning for improving students’ listening skill. Procedia-Social and Behavioral Sciences, 69, 1150-1159. https://doi.org/10.1016/j.sbspro.2012.12.045
- Poehner, M. E. (2005). Dynamic assessment of oral proficiency among advanced L2 learners of French [Unpublished doctoral dissertation]. Pennsylvania State University, University Park.
- Poehner, M. E. (2009). Group dynamic assessment: Mediation for the L2 classroom. TESOL Quarterly, 43(3), 471-491. https://doi.org/10.1002/j.1545-7249.2009.tb00245.x
- Poehner, M. E., & Lantolf, J. P. (2010). Vygotsky's teaching-assessment dialectic and L2 education: The case for dynamic assessment. Mind, Culture, and Activity, 17(4), 312-330. https://doi.org/10.1080/10749030903338509
- Park, K. (2014). Corpora and language assessment: The state of the art. Language Assessment Quarterly, 11(1), 27-44. https://doi.org/10.1080/15434303.2013.872647
- Rahimi, M., Kushki, A., & Nassaji, H. (2015). Diagnostic and developmental potentials of dynamic assessment for L2 writing. Language and Sociocultural Theory, 2(2), 185-208. https://doi.org/10.1558/lst.v2i2.25956
- Roohani, A., Jam, B., Yeganeh, S., & Domakani, M. R. (2018). The effect of dynamic assessment on L2 learners’ listening comprehension. Bellaterra Journal of Teaching & Learning Language & Literature, 11(4), 59-70. https://doi.org/10.5565/rev/jtl3.751
- Sehati, S., & Khodabandehlou, M. (2017). Effect of power point enhanced teaching (visual input) on Iranian Intermediate EFL learners' listening comprehension ability. Journal of Educational Issues, 3(2), 29-42. https://doi.org/10.5296/jei.v3i2.12323
- Shepard, L. (2001). The role of classroom assessment in teaching and learning. In V. Richardson (Ed.), Handbook of research on teaching (pp. 1066-1101). American Educational Research Association.
- Vahdat, S., & Eidipour, M. (2016). Adopting CALL to improve listening comprehension of Iranian junior high school students. Theory and Practice in Language Studies, 6(8), 1609-1617. http://dx.doi.org/10.17507/tpls.0608.13
- Vygotsky, L. S. (1978). Interaction between learning and development. Readings on the Development of Children, 23(3), 29-39. https://oerafrica.org/sites/default/files/L%20&%20L%20reader_section%20one-reading_4.pdf
- Vygotsky, L. S. (1998). The problem of age. In R. W. Rieber (Ed.), The collected works of L. S. Vygotsky (pp. 187-205). Plenum. http://dx.doi.org/10.1007/978-1-4613-1655-8
- Walsh, C. (2001). Gender and discourse: Language and power in politics, the church and organizations. Longman.
- Zeng, W., Huang, F., Yu, L., & Chen, S. (2018). Towards a learning-oriented assessment to improve students’ learning: A critical review of literature. Educational Assessment, Evaluation and Accountability, 30(3), 211-250. https://doi.org/10.1007/s11092-018-9281-9