In collaboration with Payame Noor University and Iranian Electronic Learning Association

Document Type : scientific-research

Authors

1 Assistant Professor, Department of TEFL, University of Ershad Damavand

2 Assistant Professor in TEFL, Language Center, Imam Sadiq University, Tehran, Iran

3 university of Ershad Damavand

Abstract

While various aspects of Group Dynamic Assessment (GDA) have been explored in previous studies, cumulative GDA in distance education is an under-researched area. This study aims to examine the effect of on teaching of cumulative GDA in English as a Foreign Language (EFL) settings with a focus on discourse markers. To this end, a mixed-methods design was adopted with speaking tasks of First Certificate in English (FCE) test and interviews used as the main instruments for collecting data in the quantitative and qualitative phases of this study. A total of 64 homogenized female EFL learners were randomly divided into experimental and control groups. Cumulative GDA instruction of discourse markers in the experimental group was conducted by a teacher well-trained in intervention workshops. The analysis of the data based on T-test and analysis of covariance (ANCOVA) showed a positive effect of GDA on the test group. In the qualitative phase of the study, interviews were used as the tool to reveal the attitudes of ten participants in the experimental group who opted to attend interview sessions. The content analysis of the interview results revealed that they had varied attitudes towards online cumulative GDA, and dominantly favoured this teaching approach in distance learning. The results highlight the importance of Assessment for learning (AfL) over Assessment of Learning (AoL) in distance education. Findings have implications for policy, practice and research.

Keywords

Article Title [Persian]

ارزیابی پویای گروهی تجمعی مبتنی بر MALL در آموزش از راه دور: مورد آموزش از راه دور در ایران

Authors [Persian]

  • امیر قاجاریه 1
  • محمد امین مذهب 2
  • سمیرا مهاجر 3

1 استادیار دانشکده آموزش زبان انگلیسی دانشگاه ارشاد دماوند

2 استادیار آموزش زبان انگلیسی ، مرکز زبان دانشگاه امام صادق علیه‌السلام

3 کارشناسی ارشد دانشگاه ارشاد دماوند

Abstract [Persian]

در حالی که جنبه‌های مختلف ارزیابی پویای گروهی (GDA) در مطالعات قبلی مورد بررسی قرار گرفته‌اند، GDA تجمعی در آموزش از راه دور یک حوزه مورد بررسی قرار نگرفته است. این مطالعه با هدف بررسی تأثیر بر آموزش GDA تجمعی در تنظیمات انگلیسی به عنوان یک زبان خارجی (EFL) با تمرکز بر نشانگرهای گفتمانی انجام شد. برای این منظور، یک طرح ترکیبی با تکالیف گفتاری آزمون First Certificate in English (FCE) و مصاحبه به عنوان ابزار اصلی جمع‌آوری داده‌ها در مراحل کمی و کیفی این مطالعه اتخاذ شد. در مجموع 64 دانش آموز زن همگن زبان انگلیسی به طور تصادفی به دو گروه آزمایش و کنترل تقسیم شدند. آموزش تجمعی GDA نشانگرهای گفتمان در گروه آزمایش توسط معلمی که در کارگاه های مداخله به خوبی آموزش دیده بود انجام شد. تجزیه و تحلیل داده ها بر اساس آزمون تی و تحلیل کوواریانس (ANCOVA) تأثیر مثبت GDA را بر گروه آزمایش نشان داد. در مرحله کیفی پژوهش، از مصاحبه به عنوان ابزاری برای آشکارسازی نگرش ده نفر از شرکت کنندگان در گروه آزمایش که شرکت در جلسات مصاحبه را انتخاب کردند، استفاده شد. تجزیه و تحلیل محتوای نتایج مصاحبه نشان داد که آنها نگرش های متفاوتی نسبت به GDA تجمعی آنلاین داشتند و عمدتاً از این رویکرد آموزشی در یادگیری از راه دور حمایت می کردند. نتایج اهمیت ارزشیابی برای یادگیری (AfL) را نسبت به ارزیابی یادگیری (AoL) در آموزش از راه دور نشان می دهد. یافته ها پیامدهایی برای سیاست، عمل و تحقیق دارند.

Keywords [Persian]

  • ارزیابی پویا گروهی (GDA)
  • GDA آنلاین
  • زبان آموزان زبان انگلیسی
  • توانایی های گفتاری
  • آموزش از راه دور
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