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فهرست مقالات

Incorporation of Dynamic Assessment Models into Developing Language Awareness and Metacognitive Strategy Use in Writing Classes

نویسنده:

(25 صفحه - از 55 تا 79)

Dynamic Assessment (DA) has become a growing trend in education in general, and language education in particular. The present mixed-methods study aimed at implementing two different models of DA known as the interventionist and the interactionist models regarding developing EFL learners‟ level of language awareness (LA) and metacognitive strategy use (MSU) in the process of writing instruction. The participants of the study included 60 Iranian undergraduate students majoring in English Translation Studies. Quantitative analysis of the data revealed that the participants in the experimental groups were able to gain higher levels of LA than their control group counterparts; however, both interventionist and interactionist models of DA entailed relatively similar effects. In the case of MSU, the results showed that neither the interventionist nor the interactionist models of DA of writing resulted in higher levels of MSU. Nevertheless, during the qualitative phase (i.e., interviews analysis) most of the participants in the experimental groups reported some changes in their LA and MSU as a result of DA. The results of the study can shed light on some aspects of integrating DA in English as a foreign language (EFL) education in terms of not only skill development but also cognitive and personality changes. The findings can bear lucrative insights for various practitioners ranged from classroom teachers and EFL researchers to those who are involved in strategic education.

خلاصه ماشینی:

The present mixed-methods study aimed at implementing two different models of DA known as the interventionist and the interactionist models regarding developing EFL learners‟ level of language awareness (LA) and metacognitive strategy use (MSU) in the process of writing instruction. 68 Journal of Modern Research in English Language Studies 5(4),55-79 (2018) Table 6 Scheffe’s Post-Hoc Comparisons Tests; Posttest of MSU in Writing by Groups(View the image of this page) (View the image of this page) Figure 2. Khodabakhsh, Abbasian & Rashtchi/Incorporation of dynamic assessment 71 Table 9 Results of MSU Interview with the Interventionist Group (View the image of this page) The next highly ranked category by the participants was Assessment Processes (30%). As a result of the quantitative analysis of the data, it was revealed that there was a significant difference between the effects of different models of DA (interventionist and interactionist) and conventional assessment of the writing skill in developing the LA of Iranian EFL learners. Khodabakhsh, Abbasian & Rashtchi/Incorporation of dynamic assessment 73 Moreover, in the present study, data analyses did not show any significant difference between the interventionist and interactionist groups‟ means on the posttest of LA, which convey the fact that both these models can be equally effective in developing EFL learners‟ level of LA. As a result of quantitative analysis of the data, it was concluded that both the interventionist and the interactionist models of DA of the writing skill can be equally effective in developing EFL learners‟ level of LA.


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