The Relationship between Integrative Task Ratings and Iranian EFL Learners Self-Ratings on Task Performance

Publish Year: 1397
نوع سند: مقاله کنفرانسی
زبان: English
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شناسه ملی سند علمی:

NTELTIR03_050

تاریخ نمایه سازی: 6 بهمن 1397

Abstract:

The present study was going to develop a model of task-based language assessment, the Integrative Task (IT) Model, in order to avoid generalizing the task performance of language learners to their future performances on similar tasks. To do this, 200 undergraduate English translation participated in the study. A checklist of IT specifications was designed by integrating two independent variables - the categories of multiple intelligences and the levels of cognitive domain - into constructs underlying integrative tasks. Initially, an extensive list of multiple intelligence categories was extracted and then a list of objective behaviors was outlined out of the hierarchical levels of cognitive domain in Bloom s (1965) Taxonomy of Educational Objective. Finally, based on the two collected lists, the checklist was designed and used to grade the integrative tasks and to score the testees performances on the tasks. The results of quantitative data analysis supported the hypothetical assumptions made on the accountability of the IT Model as a newly-developed language assessment framework. The findings showed that there is a significant positive relationship between Integrative Task ratings and learners self-ratings on task performance outcomes.

Authors

sanaz jafari

English Department, Shahreza Branch, Islamic Azad University, Shahreza, Iran