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Employing Dynamic Assessment and Concept-based Instruction for the Development of English Phrasal verbs in an EFL Classroom

فصلنامه پژوهشهای نوین در مطالعات زبان انگلیسی، دوره: 8، شماره: 3
Year: 1400
COI: JR_JMRELS-8-3_004
Language: EnglishView: 91
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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


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


Dynamic Assessment (DA) , Concept-based Instruction , Schema for Complete Orienting Basis of Action (SCOBA) , phrasal verbs

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Akbari, Fatemeh and Amirian, Seyed Mohammad Reza and zareian, gholam reza,1400,Employing Dynamic Assessment and Concept-based Instruction for the Development of English Phrasal verbs in an EFL Classroom,

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