The Effects of Implementing Summative Assessment, Formative Assessment and Dynamic Assessment on Iranian Efl Learners’ Listening Ability and Listening Strategy Use (original) (raw)
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Listening Ability and Listening Strategy Use
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The present study chiefly aimed to compare two forms of dynamic assessment and standard assessment of EFL learners’ listening comprehension. 59 Iranian EFL learners were randomly assigned to three test administration groups and assessed on listening for main and supporting information in listening tasks. The first model of dynamic assessment was a form of scaffolding in which for any incorrect answer graded prompts were progressively presented to learners until they answered correctly. The second model of dynamic assessment was direct instruction of listening tasks. Learners in standard assessment group, however, completed the task independently without mediation. The results revealed statistically significant listening improvement in favor of dynamic-supported and dynamic-instructed assessment groups rather than standard assessment one. The findings of the study indicate that dynamic assessment can gain better insights into learners’ level of comprehension and their potential for f...
Dynamic assessment in EFL classrooms: Assessing listening comprehension in three proficiency levels
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The use of dynamic assessment (DA), grounded in Vygotskian Sociocultural theory, in classrooms is believed to have the potential to provide a situation for creating a group of learners' Zone of Proximal Development (ZPD) (Poehener, 2009). The present study explored the implementation of DA in English as Foreign Language (EFL) classrooms on groups of learners at different proficiency levels in the context of listening comprehension. 146 Iranian EFL learners at three proficiency levels were selected for this study (experimental groups=71 and control groups=75). A multi-assessment procedure in the format of dynamic and non-dynamic pretest-enrichment phase-dynamic and non-dynamic posttest was conducted. During the nine-week group dynamic assessment procedures, mediational strategies were only given to the experimental groups. The quantitative data analysis revealed that through mediated interactions within the group's ZPD, group dynamic assessment is able to determine the learners' developed abilities in listening comprehension while at the same time support the development of individual learners in this skill. Moreover, it was found that the level of proficiency of the learners did not have a significant effect on learners' gains from group dynamic assessment procedures. These findings can have implications for all classroom teachers that the use of DA in classroom setting cannot only be beneficial to them but also be considered as a strategic learning and assessment method that can meet both the learners' and teacher's needs.
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Proceedings of ICERI2018 Conference 12th-14th November 2018, Seville, Spain, 2018
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Introduction: When starting a new academic year and finishing the year teachers usually have such kind of assessments as entry tests and final tests. What is the purpose of those tests? What to do with the results? What kind of assessment is it? So, the goals of this work are the following: to get the idea about two types of assessments; to analyze the purpose, principles of listening tests, to diagnose the students’ abilities for B2 level of proficiency; to give examples /structure /components of a listening tests.
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Listening has long been the neglected skill in second/foreign language acquisition, research, teaching, and assessment. And managing listening instruction and improving listening comprehension in the classroom are difficult for teachers and EFL learners. In this regard, this study aimed at investigating the effect of group dynamic assessment (G-DA) on Iranian EFL learners' metacognitive listening strategies and listening comprehension. Sixty young EFL listeners were assigned to an experimental and a control group at random. The experimental group (n = 30) was metacognitively instructed based on group dynamic assessment. The students in the control group (n = 30) were orally exposed to the same material without being metacognitively instructed by the same teacher. After ten instructional sessions, a listening comprehension post-test and the metacognitive awareness listening questionnaire (MALQ) were administered to both groups to measure their listening comprehension and metacognitive awareness, respectively. A comparison of pre-and post-test scores of the G-DA group showed that the learners benefited from metacognitive instruction as measured by the listening comprehension test. As well, it was found that the experimental group significantly outperformed the control group on both listening comprehension and MALQ post-tests.
An Investigation of the Listening Comprehension Strategies Used by Iranian EFL Learners
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The main goal of this investigation was to identify the listening strategies of Iranian male and female foreign (English) language learners and to compare the listening strategies of both groups of research participants. A total number of 120 Iranian male and female EFL learners at Payam-e-Nour university sat for an OPT test so as to make a homogenous group. Then 76 participants were selected according to OPT criteria to sit for Cheng's listening strategy questionnaire (2002) with subscales of '' Metacognitive , ''cognitive'', and '' Socio-affective'' strategies in the Likert-scale format. After gathering the data multiple statistical tests were run. The result indicated that Iranian EFL learners used more metacognitive strategies than cognitive and socio-affective strategies respectively and gender influenced selecting the types of strategies for listening.