Document Type : scientific-research
Authors
1 Department of English, Qom Branch, Islamic Azad University, Qom, Iran
2 Department of English Language, Qom Branch, Islamic Azad University, Qom, Iran
Abstract
Dynamic assessment (DA) is an effective strategy to combine teaching and testing and it is even more enjoyable through digital devices such as computer and moblie devices. The purpose of the current study was to investigate whether the effect of interventionist dynamic assessment through WhatsApp, Bigbluebutton, and face to face classes had significant impacts on English as a foreign language (EFL) learners’ learning of grammar. The participants of this quasi-experimental study were seventy-five male intermediate EFL learners studying English in one of the English language institutes in central Iran. Three intact pre-intermediate level classes were chosen based on non-random convenience sampling and assigned to the three groups of WhatsApp, Bigbluebutton, and traditional group. The instruments that were used in this study were the Oxford Quick Placement Test (OQPT) and a multiple-choice grammar test. Over the course of six sessions, all three groups received interventionist DA strategies in teaching countable and uncountable nouns and determiners. The results of statistical data analysis showed that all three groups had significantly progressed over the study since there was significant difference between the pretest and posttest scores of each group. However, no statistically significant differences were found among the three groups’ means on the posttest of grammar. The findings have implications for language teachers and researchers of second language acquision.
Keywords
Main Subjects
Article Title [Persian]
تأثیر ارزیابی پویا مداخله گرانه از طریق واتس اپ و بیگ بلوبتون بر یادگیری گرامر توسط فراگیران ابرانی زبان انگلیسی به عنوان خارجه
Authors [Persian]
- سید امیر حسین سرکشیکیان 1
- سید عبدالمجید طباطبایی لطفی 2
- محمد نوروزی 2
1 گروه زبان انگلیسی، واحد قم، دانشگاه آزاد اسلامی، قم، ایران
2 گروه زبان انگلیسی، واحد قم، دانشگاه آزاد اسلامی، قم، ایران
Abstract [Persian]
ارزیابی پویا (DA) یک استراتژی موثر برای ترکیب آموزش و تست است و از طریق دستگاه های دیجیتال مانند رایانه و دستگاه های تلفن همراه لذت بخش تر است. هدف مطالعه حاضر بررسی این موضوع بود که آیا تأثیر ارزیابی پویای مداخله‌گرایانه از طریق کلاس‌های واتس‌اپ، Bigbluebutton و چهره به چهره تأثیر قابل‌توجهی بر یادگیری گرامر زبان‌آموزان انگلیسی به عنوان یک زبان خارجی (EFL) دارد. شرکت کنندگان در این مطالعه نیمه تجربی هفتاد و پنج زبان آموز مرد زبان انگلیسی متوسطه بودند که در یکی از موسسات زبان انگلیسی در مرکز ایران به تحصیل زبان انگلیسی مشغول بودند. سه کلاس دست‌نخورده سطح پیش‌متوسط بر اساس نمونه‌گیری آسان غیرتصادفی انتخاب و به سه گروه WhatsApp، Bigbluebutton و گروه سنتی اختصاص داده شدند. ابزارهایی که در این مطالعه مورد استفاده قرار گرفت، آزمون قرار دادن سریع آکسفورد (OQPT) و آزمون گرامر چند گزینه ای بود. در طی شش جلسه، هر سه گروه راهبردهای مداخله جویانه DA را در آموزش اسامی و تعیین کننده های قابل شمارش و غیرقابل شمارش دریافت کردند. نتایج تجزیه و تحلیل داده های آماری نشان داد که هر سه گروه نسبت به مطالعه پیشرفت معنی داری داشته اند زیرا بین نمرات پیش آزمون و پس آزمون هر گروه تفاوت معناداری وجود دارد. با این حال، هیچ تفاوت آماری معنی داری بین میانگین سه گروه در پس آزمون گرامر مشاهده نشد. این یافته ها پیامدهایی برای معلمان زبان و محققان اکتساب زبان دوم دارد.
Keywords [Persian]
- دستور زبان
- ارزیابی پویا مداخله گرایانه
- منطقه توسعه بیابینی
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