scholarly journals A COMPARATIVE STUDY OF THE IMPACT OF DA MODELS ON THE WRITING ABILITY AND ATTITUDE OF IRANIAN EFL LEARNERS

2012 ◽  
Vol 5 ◽  
pp. 38-51
Author(s):  
Jaleh Hassaskhah ◽  
Masoumeh Javan Haghparast
Keyword(s):  
Dynamic Assessment ◽  
Repeated Measure ◽  
Control Groups ◽  
Writing Ability ◽  
Efl Learners ◽  
Analysis Techniques ◽  
Quasi Experimental ◽  
Testing Techniques ◽  
The Common ◽  
The Impact

The overall aim of this study was to advance understanding of the impact of the two main existing models of Dynamic Assessment (i.e. interventionist DA and interactionist DA) on the improvement of the writing abilities and attitudes of EFL learners. To have a viable conclusion, the study employed a quasi experimental research design in three pre-intermediate EFL classrooms, where each class functioned as both the experimental and the control groups. Then using the statistical procedure of repeated measure, the researchers obtained four sets of scores , the means of which were later calculated and compared in pairs (pair t-test) to see the development of students , if any, throughout the semester. Moreover, the learners’ attitude towards each of the models was assessed qualitatively after the term was over. This was done through thematic analysis techniques. Based on the results of the data analysis, it was found out that of the two main existing frameworks of DA, in spite of the common claims of their proponents, none can be given priority over the other. The only difference is the situations to which they can be applied. While interventionist DA is applicable in larger classes, interactionist DA can be best used with individual learners or in classes with fewer than four or five students. This study also indicated that learners feel more satisfied with DA than the traditional testing techniques in which their individual voices are not usually heard. Students, who used DA, liked writing activities more than before and stated that internalizing the rules and techniques got easier. Consequently, although the results obtained are susceptible to some context related limitations as well, which might threaten their full generalizability; this will not prevent us from refuting the impracticality of generalizing DA to all contexts and instead suggesting it as a valuable tool of assessment for all kinds of contexts.

scholarly journals Diagnostic Assessment of Writing through Dynamic Self-Assessment

2016 ◽  
Vol 6 (6) ◽  
pp. 19
Author(s):  
Siamak Mazloomi ◽  
Mona Khabiri
Keyword(s):  
Dynamic Assessment ◽  
Language Teachers ◽  
Proximal Development ◽  
Self Assessment ◽  
Writing Classes ◽  
Essay Writing ◽  
Writing Ability ◽  
Efl Learners ◽  
Quasi Experimental ◽  
Ongoing Assessment

<p>Deeply rooted in the sociocultural theory of mind by Vygotsky, Dynamic assessment (DA) asserts that mediation is essential for online diagnosis in the classroom. One of the major challenges facing language teachers is the assessment of the learners’ Zone of Proximal Development (ZPD) level or diagnosing the amount of mediation or scaffolding they require to achieve their potential level. Ongoing assessment of the learner’s ZPD and the tailoring of mediation to fit the learning environment seems to be a vital stage. Dynamic self-assessment (DSA) can be applied for diagnostic purposes in writing classes. In this research, it is assumed that the analysis and comparison of teacher’s assessment and DSA will not only indicate their ZPD level or the amount of mediation the learners require but also diagnose their weaknesses and strengths in writing. A quasi-experimental research on 60 sophomore English Translation students in essay writing classes in Islamshahr Azad University revealed that DSA not only significantly affects the EFL learners’ writing ability, but also it is incrementally correlated with teacher’s assessment through 8 weeks of treatment, and the analysis of DSAs reveals the leaner’s’ weaknesses and the areas which should be emphasized.</p>

scholarly journals The Learning of Congruent and Incongruent Collocations Utilizing Dynamic Assessment

2017 ◽  
Vol 41 (6) ◽  
pp. 9
Author(s):  
Mohammad Hashemi ◽  
Raziye Eskandari
Keyword(s):  
Learning Experience ◽  
Dynamic Assessment ◽  
Mediated Learning ◽  
Control Groups ◽  
Efl Learners ◽  
Quasi Experimental ◽  
Mediated Learning Experience ◽  
And Control ◽  
Assessment Strategies ◽  
Experimental Group

The present study investigated the effect of dynamic assessment on the learning of congruent and incongruent collocations among Iranian lower-intermediate EFL learners. Forty female students participated in this quasi-experimental study. The experimental group was exposed to dynamic assessment strategies in the process of teaching collocations. The results of the collocation pretests and posttests gained from the experimental and control groups indicated that dynamic assessment through mediated learning experience promoted collocation knowledge of the students in the experimental group. 本論は、イラン人の中級下EFL (外国語としての英語)学習者間における連語の一致と不一致の学習をダイナミック・アセスメント（第2言語習得の実践的評価法の1つとして、学習者の学習可能性に注目して評価する方法）の効果を検証する。女子学生40人がこの研究に参加した。実験群は、連語を学習する過程でダイナミック・アセスメントの方略を学習した。実験群と比較群を対象とした実験の前と後のテストの結果から、学習者間で教え合うことで学習効果が上がることがわかった。

scholarly journals The Impact of Marginal Glosses and Network Tree Advance Organizers on EFL Learners’ Summary Writing Ability

2019 ◽  
Vol 16 (4) ◽  
pp. 1168-1181
Author(s):  
Reza Bagheri Nevisi ◽  
◽  
Rasoul Mohammad Hosseinpur ◽  
Rahman Kolahkaj
Keyword(s):  
Advance Organizers ◽  
Writing Ability ◽  
Efl Learners ◽  
Summary Writing ◽  
Network Tree ◽  
The Impact

scholarly journals The Impact of Using the Station Rotation Model on Saudi EFL Learners’ Descriptive Writing Skills

2021 ◽  
pp. 1-114
Author(s):  
Alanoud Ahmed Aldukhi
Keyword(s):  
Writing Skills ◽  
Intermediate School ◽  
Efl Learners ◽  
Study Results ◽  
Post Test ◽  
Quasi Experimental ◽  
The Impact ◽  
Descriptive Writing ◽  
Experimental Group ◽  
Rotation Model

The present study investigated the impact of the station rotation model (SRM) on enhancing students’ descriptive writing skills. It adopted the quasi-experimental pre-post test control/ experimental group design. The tools of the study included a pre/post- descriptive writing skills test, and open-ended questionnaire. The participants of the study were selected randomly, 40 female students enrolled in the twelfth intermediate school in Riyadh. Students of the experimental group received the descriptive writing skills instructions in nine sessions based on the SRM, two of them were for training. The study results revealed statistically significant differences at 0.05 level between the mean scores of the control and the experimental groups on the post test in favor of the experimental group in overall descriptive writing skills as well as in each descriptive writing skill. The researcher recommended that there is a real necessity from educators and teachers to prepare appropriate curriculums that involve implementing the station rotation model inside the classrooms, in a way that corresponds with teachers’ ability and students’ need, aiming to gain the mentioned advantages.

The Impact of Extroversion and Introversion Personality Types on EFL Learners’ Writing Ability

2015 ◽  
Vol 5 (1) ◽  
pp. 212 ◽  
Author(s):  
Ali Akbar Jafarpour Boroujeni ◽  
Ali Roohani ◽  
Asiyeh Hasanimanesh
Keyword(s):  
Personality Types ◽  
Writing Ability ◽  
Efl Learners ◽  
The Impact

scholarly journals Effects of Dynamic Assessment on the Acquisition of the Rhythm of English: The Case of EFL Learners’ Attitudes

2018 ◽  
Vol 8 (5) ◽  
pp. 181
Author(s):  
Sajad Shafiee ◽  
Fahimeh Talakoob ◽  
Mina Fatahi
Keyword(s):  
Design Research ◽  
Dynamic Assessment ◽  
Active Role ◽  
Control Group ◽  
Control Group Design ◽  
Efl Learners ◽  
Proper Form ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Experimental Group

Dynamic assessment has been widely used in educational literature over the past two decades. The present study aimed at investigating the effect of using dynamic assessment on teaching the rhythm of English to Iranian EFL learners and scrutinizing their attitudes towards it. The participants of the study were 30 Iranian EFL leaners at the intermediate level of proficiency, who were conveniently selected from a foreign language institute in Isfahan, Iran. In order to achieve the objectives of the study, the participants were divided into two homogenous groups, including the experimental group and control group. In this quasi-experimental, pretest-posttest-control-group-design research study, the control group followed traditional method of learning pronunciation and rhythm, while dynamic assessment approach was used to teach the same materials to the experimental group. In contrast to the control group, the experimental group took an active role in the classroom by having more interaction and using the ongoing hints and prompts provided by the teacher. The result of the posttest unfolded that there was a significant difference between the performances of the two groups, and that the experimental group participants managed to outperform the control group members on the pronunciation posttest. Moreover, based on the attitude questionnaire, EFL learners had grown a positive attitude towards the use of dynamic assessment to learn rhythm. The results of this study demonstrated that through the implementation of DA, the proper form of mediation could be provided to the learners regarding their ZPD.

scholarly journals Effect of acute aerobic exercise in different times of day on iron status and hematological factors in professional football players

2019 ◽  
Vol 21 (3) ◽  
pp. 125-130
Author(s):  
Majid Mardaniyan Ghahfarrokhi ◽  
Abdulhamid Habibi ◽  
Hamed Rezaei Nasab
Keyword(s):  
Aerobic Exercise ◽  
Endurance Training ◽  
Iron Status ◽  
Hematological Parameters ◽  
Serum Levels ◽  
Repeated Measure ◽  
Football Players ◽  
Professional Football ◽  
Control Groups ◽  
Quasi Experimental

Background and aims: Exercise time is one of the main challenges of athletes. The purpose of this study was to investigate the effect of acute aerobic exercise at different times of the day on iron status and hematological factors in professional football players. Methods: In this quasi-experimental study, 40 professional football players were randomly divided into morning exercise, evening exercise, morning control, and evening control groups. The experimental groups performed Bruce’s test in the morning and evening. To measure iron, ferritin, red blood cell (RBC), and hemoglobin (Hb), the blood samples were taken before, immediately after, as well as 24 and 72 hours after the Bruce test. Repeated-measure ANOVA and two-way ANOVA (group*time) were used to analyze the obtained data. Results: The results showed a significant increase immediately after an acute aerobic exercise while demonstrating a significant decrease in RBC and Hb in morning and evening exercise groups 24 and 72 hours after the exercise compared to the control groups. In addition, a significant reduction immediately after the acute aerobic exercise, whereas a significant increase 24 and 72 hours after the exercise, was observed in the serum levels of iron and ferritin in the morning and evening exercise groups compared to the control groups. As regards the serum levels of iron, an immediate significant decrease, along with a significant increase 24 hours after the acute aerobic exercise was found between the morning and evening exercise groups (P≤0.05). Conclusion: It seems that performing acute endurance training in the evening is safe in terms of reducing the serum levels of iron and developing the "exercise-induced anemia". Finally, at least 24 hours is required for the recovery of hematological parameters after acute endurance training.

scholarly journals A Cognitive Approach to the Instruction of Phrasal Verbs: Rudzka-Ostyn’s Model

2019 ◽  
Vol 5 (2) ◽  
pp. 10-25
Author(s):  
Ghuzayyil Mohammed Al-Otaibi
Keyword(s):  
Control Group ◽  
Cognitive Approach ◽  
Phrasal Verbs ◽  
Efl Learners ◽  
Spoken English ◽  
Post Test ◽  
Quasi Experimental ◽  
The Common ◽  
Mind Maps ◽  
Experimental Group

English as a Foreign Language (EFL) learners find some phrasal verbs problematic because of their idiomatic and polysemous nature. They are frequently used in spoken English and textbooks suggest an arbitrary way in teaching them. Cognitive linguists proposed that the particle plays a major role in determining the meaning of such phrasal verbs. This study investigated the effectiveness of a cognitive approach (i.e., Rudzka-Ostyn’s Model) in teaching taught and new phrasal verbs including metaphorical ones. Using a list of frequent phrasal verbs, a quasi-experimental design was used in which an experimental group was required to create mind maps of the common meanings of each particle with example phrasal verbs. The control group, on the other hand, was asked to memorize the frequent senses of the most frequent phrasal verbs along with their translations. The experimental group did not outperform the control group on the post-test. This was attributed to a number of problems such as the fact that some senses given by some particles are not outlined in Rudzka-Ostyn’s Model. Further, the analytical procedure followed by students to cognitively understand phrasal verbs should be made explicit and address the interaction between the verb and the particle. Additionally, following a cognitive approach, instructors should focus more on the particles up and out since they have many senses and contribute a lot to phrasal-verb formation.

scholarly journals The Impact of Teacher’s Indirect Written Corrective Feedback on Eleventh Graders’ Explanation Writing Ability

2020 ◽  
Vol 7 (2) ◽  
pp. 201-215
Author(s):  
Septia Tri Gunawan ◽  
Ratna Sari Dewi ◽  
Zaharil An'asy
Keyword(s):  
Corrective Feedback ◽  
Research Subjects ◽  
Writing Ability ◽  
Purposive Sampling ◽  
Writing Test ◽  
Written Corrective Feedback ◽  
Eleventh Graders ◽  
Post Test ◽  
Quasi Experimental ◽  
The Impact

ABSTRACTThis study is intended to acquire empirical evidence regarding the impact of the teacher's Indirect Written Corrective Feedback on students' writing ability of explanation texts. Fifty six students enrolling at a high school in Jakarta were selected as the sample. They were separately distributed in the experimental class and the control class that respectively contained 28 students. Purposive sampling was utilized to recognize who the research subjects were and what level of their competence was for inclusion in this study. A quasi-experimental design, which is a subpart of a quantitative method, was employed. The data were assembled by running a writing test in the pre-test and post-test sections, whose results were followed by normality and homogeneity tests. The findings showed that the experimental class’ post-test outcome was 64.71, while the control class’ post-test was 58.25. Since the t-value surpasses the t-table (2.502>1.675), it indicates that the teacher's Indirect Written Corrective Feedback has a significant effect on improving students' writing explanation texts.ABSTRAKStudi ini bertujuan untuk memperoleh bukti riil terkait pengaruh dari umpan balik tertulis tidak langsung oleh guru terhadap kemampuan siswa dalam menulis teks eksplanasi. 56 siswa yang bersekolah di sebuah sekolah menengah atas terpilih sebagai sampel. Siswa tersebut terbagi dalam kelas eksperimen dan kelas kontrol, yang masing-masing kelas berisikan 28 orang. Oleh karenanya, purposive sampling diterapkan karena peneliti sudah mengetahui siapa saja subjek penelitian dan kompetensi apa saja yang dimiliki. Desain kuasi-eksperimen yang merupakan sub-bagian dari metode kuantitatif digunakan oleh peneliti. Data diperoleh dengan mengadakan ujian tes tulis yang terdapat pada pra-tes dan pasca-tes yang diikuti dengna uji normalitas dan uji homogenitas. Hasil temuan menunjukkan bahwa rata-rata hasil pasca-tes yang diraih oleh siswa di kelas eksperimen sebesar 64.71, sedangkan 58.25 adalah hasil dari siswa kelas kontrol. Karena nilai t hitung melampaui nilai t tabel (2.502>1.675), maka hal tersebut menandakan umpan balik tertulis tidak langsung oleh guru memiliki dampak yang signifikan dalam meningkatkan kemampuan menulis siswa menulis teks eksplanasi.

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