Name: The Differential Relationship Between Dynamic Assessment, Computerized Dynamic Assessment and Iranian Non-English Major Students’ Inferential Reading Skills
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The Differential Relationship Between Dynamic Assessment, Computerized Dynamic Assessment and Iranian Non-English Major Students’ Inferential Reading Skills

تعداد89 صفحه در فایل word

The Differential Relationship Between Dynamic Assessment, Computerized Dynamic Assessment and Iranian Non-English Major Students’ Inferential Reading Skills

Master of Arts in Teaching English as a Foreign Language (TEFL)

Abstract

The current study sought to investigate the differential effect of two types of innovative assessment, namely dynamic assessment (DA) and computerized dynamic assessment (C-DA) on Iranian Non-English Major Students’ inferential Reading Skills. The participants of this study included 60 students, selected from one of the departments of Neyshabour University, Khorasan Razavi, Iran. Participants were non-English major students with no prior experience in computerized dynamic assessment (CDA). Also, participants included male students in two intact classes, aged 22-35 (24.91 years old on average). The current study employed a quasi-experimental design within the “sandwich” format as well as the “cake” format, both of which are framed within the interventionist approach which is mainly concerned with the assistance provided to individuals which is standardized. This study provided additional evidence for the effectiveness of DA in impacting on students’ reading proficiency, pinpointing the fact that intervention or mediation instigates learners’ reaction to mediation, which is a key to understand cognitive ability, since it provides insight into the person’s future development during the assessment. The results indicated that both assessment types were effective to the same degree since no significant difference was found between the performance of the two groups regarding their effect on the learners’ reading comprehension skills. Furthermore, the current study provided evidence showing that DA students achieve greater compression, but there was no significant difference between the two types of corrective feedback.

The Differential Relationship Between Dynamic Assessment, Computerized Dynamic Assessment and Iranian Non-English Major Students’ Inferential Reading Skills

تعداد89 صفحه در فایل word

The Differential Relationship Between Dynamic Assessment, Computerized Dynamic Assessment and Iranian Non-English Major Students’ Inferential Reading Skills

Master of Arts in Teaching English as a Foreign Language (TEFL)

Abstract

TABLE OF CONTENTS

Chapter One: Introduction

1.1. Introduction. 2

1.2. Statement of the problem.. 7

1.3. Significance of the study. 9

1.4. Research questions. 10

1.6. Research null hypotheses. 11

1.6. Limitations and delimitations. 11

1.6.1. Limitations ………………………………………………………………………………………… 11

1.6.2. Delimitations …………………………………………………………………………………………………………. 12

1.7. Definition of key terms. 12

Chapter Two: Review of the Literature

2.1. Overview.. 15

2.2. Theoretical Foundations of DA.. 15

2.2.1. Vygotsky’s Sociocultural heory(SCT)………………… ……………………………….15

2.2.2. The Zone of Proximal Development(ZPD) and DA.. 16

2.3. Dynamic vs. Non-dynamic Assessment 19

2.4. Different Approach to DA.. 23

2.4.1. Interventionist Approach. 23

2.4.2. Interactionist Approach. 24

2.5. DA and Metacognition. 25

2.6. DA in L2 Context 27

Chapter Three: Methodology

3.1. Overview.. 37

3.2. Research setting and Participants. 37

3.3. Design. 39

3.4. Instruments. 41

3.4.1. Oxford Quick Placement Test 41

3.4.2. Viewlet Quiz Software. 43

3.4.3. Reading Passages. 43

3.4.4. General Bckground Questionnaire. 43

3.5. Treatment and Procedure. 43

3.6. Data Analysis. 46

Chapter Four: Results and Discussion

4.1. Overview.. 49

4.2. Students’ level of Proficiency. 49

4.3. Research Question one: DA,C-DA and Reading Comprehension. 50

4.4. Research Question Two: Differential Effect of DA and C-DA.. 53

4.5. Research Question Three: DA, C-DA and Learners’ Metacognition. 54

4.6. Discussion. 55

Chapter Five: Conclusion, Implications, and Suggestions for further Research

5.1. Overview.. 60

5.2. Conclusions. 60

5.3.Pedagogical Implications of the Research. 61

5.3.1. Implications for Language Teachers. 61

5.3.2. Implications for Language Learners. 61

5.3.3. Implications for Curriculum Developer 62

5.4. Suggestion for Further Research. 62

References. 63

Appendices. 67

LIST OF TABLES

Table 2.1. Traditional assessment procedure vs. DA.. 20

Table 2.2. Comparison of “normative” and “dynamic” assessment approaches. 21

Table 3.1. Characteristics of Participants. 38

Table 3.2. Design of the study. 41

Table 3.3. Interpretation of the results of Quick Placement 42

Table 4.1. Descriptive statistics: Oxford Quick Placement Test for two groups. 49

Table 4.2. Independent Sample T-test for two groups. 50

Table 4.3. Descriptive Statistics for the mean scores of students in the pretest and the posttest (DA) 50

Table 4.4. Paired Sample T-test for DA group. 51

Table 4.5. Descriptive Statistics for the mean scores of students in the pretest and the posttest (C-DA) 52

Table 4.6. Paired Sample T-test for C-DA group. 52

Table 4.7. Results of repeated measures ANOVA.. 53

LIST OF FIGURES

Figure 2.1. Schematic representation of sandwich format and Cake format 25

Figure 4.1. Reading comprehension score means over two time periods (DA) 51

Figure 4.2. Reading comprehension score means over two time periods (C-DA) 52

Figure 4.3. Reading comprehension scores for the two groups at times 1 and 2. 54

LIST OF ABBREVIATIONS

DA Dynamic Assessment

CDA Computerized Dynamic Assessment

LIST OF APPENDICES

Appendix A. Sample TOEFL reading passage. 68

Appendix B. General Background Questionnaire. 69

Appendix C. The Quick Placement Test 70