Incorporation of Dynamic Assessment Models into Developing Language Awareness and Metacognitive Strategy Use in Writing Classes
Publish Year: 1397
نوع سند: مقاله ژورنالی
زبان: English
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شناسه ملی سند علمی:
JR_JMRELS-5-4_003
تاریخ نمایه سازی: 13 شهریور 1400
Abstract:
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 ۶۰ 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.
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Authors
Samaneh Khodabakhsh
Department of Foreign Languages, South Tehran Branch, Islamic Azad University, Tehran, Iran
Gholam-Reza Abbasian
Imam Ali University, Tehran, Iran
Mojgan Rashtchi
TEFL Department, North Tehran Branch, Islamic Azad University, Tehran, Iran
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