Employing Dynamic Assessment and Concept-based Instruction for the Development of English Phrasal verbs in an EFL Classroom
Publish Year: 1400
نوع سند: مقاله ژورنالی
زبان: English
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شناسه ملی سند علمی:
JR_JMRELS-8-3_004
تاریخ نمایه سازی: 5 تیر 1400
Abstract:
Established on the basis of Vygotsky's SCT, this study tends to document the EFL students' development of phrasal verbs through two SCT-oriented approaches including concept-based instruction (CBI) and dynamic assessment (DA). Moreover, the students' performance in the follow-up stage is explored to see whether they experience a conceptual development in a new context. Participants were ۴۵ pre-intermediate and intermediate high school students who were randomly assigned into two experimental groups and one control group. The study followed a mixed-methods procedure employing both experimental design and qualitative case study. To examine the appropriateness of the instruments and tasks, initially a pilot study was run in a one- to- one tutoring session. Subsequently, all groups were asked to go through the pretest followed by ۱۰ sessions of instruction and posttest. Finally, DA and DA-CBI groups participated in a follow-up stage. ANOVA results on posttest showed the significant influence of integrating DA and CBI as a joint function on EFL students' conceptual development over the traditional control group, F (۲, ۴۲) = ۱۴.۲۷, p= .۰۰۰
Keywords:
Dynamic Assessment (DA) , Concept-based Instruction , Schema for Complete Orienting Basis of Action (SCOBA) , phrasal verbs
Authors
Fatemeh Akbari
گروه زبان و ادبیات انگلیسی، دانشگاه حکیم سبزواری
Seyed Mohammad Reza Amirian
گروه زبان وادبیات انگلیسی، دانشکده ادبیات و علوم انسانی، دانشگاه حکیم سبزواری
gholam reza zareian
دانشگاه حکیم سبزواری