1. Applied Linguistics (Language Teaching and Learning)
Sajjad Khorami Fard
Abstract
Dynamic Assessment is an approach to assessment within Applied Linguistics which is stemmed from Vygotsky’s Socio-Cultural Theory of mind, his concept of Zone of Proximal Development and Feuerstein's theory of Structural Cognitive Modifiability. This study is an attempt to pinpoint the sources ...
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Dynamic Assessment is an approach to assessment within Applied Linguistics which is stemmed from Vygotsky’s Socio-Cultural Theory of mind, his concept of Zone of Proximal Development and Feuerstein's theory of Structural Cognitive Modifiability. This study is an attempt to pinpoint the sources of mental processing problems in listening comprehension and applies dynamic interventions to remove the problems and promote listening. Two male classes (each containing 5 upper-intermediate members) ranging in age from 19 to 24, were selected based on an intact group design. One class was selected as the control and another class as the experimental group haphazardly. The research was on the pre-test, mediation, and post-test paradigm. In the beginning, the two groups were pre-tested purposefully and their real time listening problems were detected through verbal and nonverbal recall protocols. Then, in the mediation phase dynamic group experienced different treatment sessions in two weeks to overcome the problems detected on the pre-test. The experimental group was instructed with mediations based on the Sandwich format of interventionist dynamic assessment while the control group received no intervention and was taught traditionally. Finally, all two groups were post-tested. The qualitative analysis showed that both groups suffered from various listening problems related to mental processing in comprehension. Result of quantitative analysis also revealed that the experimental group which was instructed dynamically outperformed the control group which was taught non-dynamically. The findings of this study suggest that dynamic interventions would not only affect the promotion of the EFL listening comprehension in educational settings but also have a significant effect on the performance of the dynamic group in comparison with the non-dynamic group.
Parviz Ajhideh; Solmaz Saeeidi Manesh
Abstract
This study investigates whether the practice of answer changing on multiple-choice questions (MCQs) is beneficial for Iranian students’ overall test performance in EFL context. Several studies have shown that answer changing in multiple choice examinations is generally beneficial for improving ...
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This study investigates whether the practice of answer changing on multiple-choice questions (MCQs) is beneficial for Iranian students’ overall test performance in EFL context. Several studies have shown that answer changing in multiple choice examinations is generally beneficial for improving scores. On the other hand, some studies have indicated that answer changing in multiple choice examinations results in an increased number of wrong answers rather than improved scores. In this study, two types of listening and reading comprehension multiple-choice tests were used in two different proficiency levels. The test was administered to 269 EFL students, both males and females, in Kish Language Institution, Tabriz branch. Results show that in both proficiency levels among males and females, answer-changing leads to increased number of wrong answers. Findings suggest that we should encourage students not to change their initial answers unless they have scrutinized their initial answers precisely and there are more plausible alternatives. The findings were compatible with the traditional perception ‘go with your first response’.
