The Effect of Interventionist Dynamic Assessment on Language Learners’ Reading Comprehension

Document Type : Original Article

Authors

1 PhD Candidate of TEFL, Aliabad Katoul Branch, Islamic Azad University, Aliabad Katoul, Iran

2 Assistant Professor of Applied Linguistics, Tonekabon Branch, Islamic Azad University, Tonekabon, Iran

Abstract

Collaborative reading strategies could help language learners to develop a more teamwork environment for students. Moreover, in this research study, researchers investigate the effect of peer-assisted mediation versus. tutor intervention within the interventionist dynamic assessment on the reading comprehension of intermediate EFL learners. For this purpose, 60 language learners were recruited as the main participants of the study. They were divided into three groups: experimental group A as peer-mediation, experimental group B as tutor-intervention, group C as control. After this, a pretest of reading comprehension was given to all the groups. Each group of participants underwent the treatment which lasted 12 sessions. One session was allocated to the proficiency test and pretest and one session for the posttest. At the end of the treatment, the posttest was administered. The findings suggested that involving learners in literature peer mediation and tutor intervention in an interventionist dynamic atmosphere can significantly and positively affect their reading comprehension. The results of the findings could help language learners to decide their own learning experience. Furthermore, EFL teachers and materials developers can benefit from the findings of this study by providing students with practical tasks based on their assessment needs.

Keywords


Article Title [فارسی]

تأثیر ارزیابی پویای مداخله گر بر درک مطلب زبان آموزان

Abstract [فارسی]

استراتژی های خواندن مشترک می تواند برای زبان آموزان مفید باشد به گونه ای که آنها می توانند در کارهای گروهی شرکت کنند و با همکلاسی های خود تعامل داشته باشند. در مطالعه حاضر ، تلاش شده است تا تأثیر میانجیگری با کمک همتایان در مقابل مداخله مربی در ارزیابی پویای مداخله گر بر درک خواندن زبان آموزان متوسط ​​ایران را بررسی کند. برای این منظور ، 60 زبان آموز به عنوان شرکت کنندگان اصلی تحقیق انتخاب شدند. سپس محقق آنها را به سه گروه تقسیم کرد: گروه آزمایشی A به عنوان میانجیگری همکار ، گروه آزمایشی B به عنوان مدرس راهنما ، گروه C به عنوان شاهد. پس از این ، پیش آزمون تست درک مطلب به همه گروه ها داده شد. در مرحله بعدی ، درمانی آغاز شد که در آن هر گروه از شرکت کنندگان درمان خاص خود را دریافت کردند. این درمان 12 جلسه طول کشید. یک جلسه به آزمون مهارت و پیش آزمون و یک جلسه برای پس آزمون اختصاص یافت. در پایان درمان پس آزمون انجام شد. همانطور که یافته های مطالعه حاضر نشان می دهد ، مشارکت فراگیران در ادبیات میانجیگری همتا و مداخله مربی در یک فضای پویای مداخله گرانه می تواند تأثیرات قابل توجهی بر درک آنها از خواندن داشته باشد. بر این اساس ، مفاهیم زیر را می توان برای این مطالعه در نظر گرفت. اول ، زبان آموزان می توانند در مورد تجربه یادگیری خود تصمیم بگیرند.

Keywords [فارسی]

  • میانجیگری با کمک همکار
  • مدرس راهنما
  • ارزیابی پویا
  • درک مطلب
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