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Incorporation of Dynamic Assessment Models into Developing Language Awareness and Metacognitive Strategy Use in Writing Classes | ||
| Journal of Modern Research in English Language Studies | ||
| مقاله 3، دوره 5، شماره 4، بهمن 2018، صفحه 55-79 اصل مقاله (726.2 K) | ||
| نوع مقاله: Research Paper | ||
| شناسه دیجیتال (DOI): 10.30479/jmrels.2019.10826.1353 | ||
| نویسندگان | ||
| Samaneh Khodabakhsh1؛ Gholam-Reza Abbasian* 2؛ Mojgan Rashtchi3 | ||
| 1Department of Foreign Languages, South Tehran Branch, Islamic Azad University, Tehran, Iran | ||
| 2Imam Ali University, Tehran, Iran | ||
| 3TEFL Department, North Tehran Branch, Islamic Azad University, Tehran, Iran | ||
| تاریخ دریافت: 09 خرداد 1398، تاریخ بازنگری: 03 تیر 1398، تاریخ پذیرش: 09 تیر 1398 | ||
| چکیده | ||
| 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. | ||
| کلیدواژه‌ها | ||
| Interventionist Dynamic Assessment؛ Interactionist Dynamic Assessment؛ Writing Skill؛ Language Awareness؛ Metacognitive Strategy Use | ||
| عنوان مقاله [English] | ||
| تلفیق الگوهای ارزیابی پویا در کلاس های مهارت های نوشتاری به منظور بهبود سطح آگاهی زبانی و بکارگیری راهبردهای فراشناختی | ||
| نویسندگان [English] | ||
| سمانه خدابخش1؛ غلامرضا عباسیان2؛ مژگان رشتچی3 | ||
| 1دانشکده ادبیات فارسئ و زبان های خارجی، دانشگاه آزاد اسلامی واحد تهران جنوب، تهران، ایران | ||
| 2دانشگاه امام علی، تهران، ایران | ||
| 3ایران- تهران-واحد تهران شمال- دانشگاه آزاد- دپارتمان زبان | ||
| چکیده [English] | ||
| در سال های اخیر ارزیابی پویا به یکی از روندهای رو به رشد در زمینه آموزش و پرورش و بالاخص آموزش زبان های خارجی تبدیل شده است. تحقیق حاضر با بهره گیری از روش ترکیبی (کمی و کیفی) به بررسی تأثیرات دو الگوی متفاوت از ارزیابی پویا (تداخلی و تعاملی) بر آگاهی زبانی و بکارگیری راهبردهای فراشناختی در زبان آموزان ایرانی طی فرآیند آموزش مهارت های نوشتاری پرداخته است. بدین منظور 60 دانشجوی مقطع کارشناسی رشته مترجمی زبان انگلیسی برای شرکت در این پژوهش انتخاب شدند. در زمینه آگاهی زبانی، تحلیل کمی داده ها تفاوت معنی داری بین نتایج به دست آمده از گروه های کنترل و آزمایشی نشان داد، اگرچه هر دو الگوی تداخلی و تعاملی تأثیرات مشابهی داشتند. در زمینه بکارگیری راهبردهای فراشناختی، نتایج تحقیق حاکی از آن بود که هیچیک از الگوهای تداخلی و تعاملی از نظر کمی به ایجاد تفاوت معنی دار در زبان آموزان منجر نشد. با این وجود در جریان مصاحبه های پایان دوره ،دانشجویان شرکت کننده در هر دو گروه آزمایشی (تعاملی و تداخلی) اذعان داشتند که ارزیابی پویا تأثیرات مثبتی بر جنبه های مختلف آگاهی زبانی و بکارگیری راهبردهای فراشناختی آنان داشته است. نتایج این پژوهش می تواند گامی مؤثر در جهت ادغام فرآیند ارزیابی و آموزش برداشته و تأثیرات ارزیابی پویا بر جنبه های مختلف آموزش زبان های خارجی را بیش از پیش روشن سازد. نتایح این تحقیق می تواند موجب ارتقا بینش و تغییر نوع نگرش دست اندرکاران حوزه آموزش زبان از جمله مدرسین، محققین و تصمیم گیرندگان سیستم آموزشی شود. | ||
| کلیدواژه‌ها [English] | ||
| ارزیابی پویای تداخلی, ارزیابی پویای تعاملی, مهارت نوشتاری, آگاهی زبانی, راهبردهای فراشناختی | ||
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