The Effect of Web-Based Dynamic Assessment on Iranian Intermediate EFL Learners' Pragmatic Knowledge: Apology, Refusal and Request

Document Type : Research article

Authors

1 Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran

2 Department of English language, Tabriz Branch, Islamic Azad University, Tabriz, Iran

Abstract

speech acts, as a main category of pragmatic competence in the success of communication, are considered as one of the important research areas in the field of English Language Teaching (ELT) due to the heed to pragmatic competence as a main component of language competence.As a dominant change in the area of language assessment, the emergence of an assessment procedure, namely dynamic assessment (DA), can be mentioned. This quasi-experimental study sought to investigate the effect of web-based dynamic assessment (WDA) on Iranian intermediate EFL learners' pragmatic knowledge. The participants of this study consisted of 100 female Iranian intermediate EFL learners studying English in one of the private language institutes of Tehran, Iran. They were selected through convenience sampling in the form of five intact classes based on their availability. The Michigan Test of English Language Proficiency (MTELP) and a multiple-choice Written Discourse Completion Test (WDCT), adapted from Birjandi and Rezaei (2010, taken from Tajeddin & Bagherkazemi, 2014) and other WDCTs available in the market, were used to collect the data. For data analysis, descriptive statistics and the analysis of covariance (ANCOVA) along with Bonferroni multiple comparisons were run. The results showed that web-based Brown’s graduated prompt approach and Feuerstein’s mediated learning experience (MLE) approach were more effective than the other two models (the Guthke’s learntest approach and the Carlson and Wield’s testing the limits approach) on EFL intermediate learners’ appropriate use of apology, refusal and request. The findings have implications for EFL teachers, learners and curriculum planners.

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