Improving EFL Learners’ Performance on Receptive-Response and Productive-Response Listening Comprehension Items through Diagnostic vs. Dynamic Assessment | ||
| Teaching English as a Second Language Quarterly (Formerly Journal of Teaching Language Skills) | ||
| دوره 39، شماره 3.1، دی 2020، صفحه 217-252 اصل مقاله (628.11 K) | ||
| نوع مقاله: Research Paper | ||
| شناسه دیجیتال (DOI): 10.22099/jtls.2020.38116.2865 | ||
| نویسندگان | ||
| Ghazaleh Zandi؛ Kobra Tavassoli* ؛ Fateme Nikmard | ||
| Department of ELT, Karaj Branch, Islamic Azad University, Karaj, Iran | ||
| چکیده | ||
| Listening comprehension is a challenging skill in EFL contexts and it is necessary to research various aspects of this skill. Therefore, this study tried to investigate EFL learners’ progress on two types of listening comprehension items, receptive-response and productive-response, through diagnostic assessment (DIA) and dynamic assessment (DA). To do this, a Nelson proficiency test was administered among 120 EFL students in six classes, out of which, 90 students whose scores were in the acceptable range were selected. The classes were then randomly divided into three groups of control, DIA, and DA. As the pretest, a KET listening test in two sections of receptive-response and productive-response items was used to check the learners’ initial performance. Next, as for the treatment, in the DIA group, the learners took four listening tests with receptive-response and productive-response items in the form of test-feedback; in the DA group, the learners took the same four tests in the form of test-mediation-retest, and in the control group, the learners practiced receptive-response and productive-response items after each listening activity. At the end of the study, another KET listening test in two sections of receptive-response and productive-response items was administered to the participants to investigate the three groups’ progress from pretest to posttest. Finally, two repeated-measures two-way ANOVAs and one MANOVA were run, and the results showed that both DIA and DA resulted in significant improvements in the learners’ performance on both receptive-response and productive-response listening items; however, the difference between the two types of assessment was not significant. | ||
| کلیدواژهها | ||
| Diagnostic Assessment؛ Dynamic Assessment؛ Listening Comprehension؛ Productive-Response Items؛ Receptive-Response Items | ||
| مراجع | ||
|
Ahmadi Safa, M., & Beheshti, S. (2018). Interactionist and interventionist group dynamic assessment (GDA) and EFL learners’ listening comprehension development. Iranian Journal of Language Teaching Research, 6(3), 37-56. Alderson, J. C. (2000). Assessing reading. Cambridge: Cambridge University Press. Alderson, J. C., Brunfaut, T., & Harding, L. (2015). Towards a theory of diagnosis in second and foreign language assessment: Insights from professional practice across diverse fields. Applied Linguistics, 36(2), 236-260. Alderson, J. C., Haapakangas, E. L., Huhta, A., Nieminen, L., & Ullakonoja, R. (2014). The diagnosis of reading in a second or foreign language. Routledge. Aljaafreh, A., & Lantolf, J. P. (1994). Negative feedback as regulation and second language learning in the zone of proximal development. The Modern Language Journal, 78(4), 465-483. Best, J. W., & Kahn, J. V. (2006). Research in education (3rd ed.). Boston: Pearson Education Inc.
Brown, H. D., & Abeywickrama, P. (2010). Language assessment: Principles and classroom practices (2nd ed.). NY: Pearson Longman. Brown, J. D. (2005). Testing in language programs (2nd ed.). New York: McGraw-Hill Companies. Buck, G. (2001). Assessing listening. Cambridge: Cambridge University Press. Cheng, J., & Matthews, J. (2018). The relationship between three measures of L2 vocabulary knowledge and L2 listening and reading. Language Testing, 35(1), 3-25. Dai, D. W., & Roever, C. (2019). Including L2-English varieties in listening tests for adolescent ESL learners: L1 effects and learner perceptions. Language Assessment Quarterly, 16(1), 64-86. Elliott, J. (2003). Dynamic assessment in educational settings: Realising potential. Educational Review, 55(1), 15-32. Esfandiari, S., & Tavassoli, K. (forthcoming). The comparative effect of self-assessment vs. peer-assessment on young EFL learners’ performance on selective and productive reading tasks. Iranian Journal of Applied Linguistics (IJAL). Gibbons, P. (2003). Mediating language learning: Teacher interactions with ESL students in a content‐based classroom. TESOL Quarterly, 37(2), 247-273. Granfeldt, J., & Ågren, M. (2014). SLA developmental stages and teachers’ assessment of written French: Exploring direkt profil as a diagnostic assessment tool. Language Testing, 31(3), 285-305. Harding, L., Alderson, J. C., & Brunfaut, T. (2015). Diagnostic assessment of reading and listening in a second or foreign language: Elaborating on diagnostic principles. Language Testing, 32(3), 317-336. Hayati, A. M., & Jalilifar, A. (2009). The impact of note-taking strategies on listening comprehension of EFL learners. English Language Teaching, 2(1), 101-111. Haywood, H. C., & Lidz, C. S. (2006). Dynamic assessment in practice: Clinical and educational applications. Cambridge: Cambridge University Press. Hinton, P. R., Brownlow, C., McMurray, I., & Cozens, B. (2008). SPSS explained. New York, NY, 10016. Jang, E. E., & Wagner, M. (2014). Diagnostic feedback in the classroom. In A. J. Kunnan (Ed.), The companion to language assessment: Approaches and development, Volume II (pp. 157-175). John Wiley & Sons, Inc. Jeltova, I., Birney, D., Fredine, N., Jarvin, L., Sternberg, R. J., & Grigorenko, E. L. (2007). Dynamic assessment as a process-oriented assessment in educational settings. Advances in Speech Language Pathology, 9(4), 273-285. Lantolf, J. P., & Poehner, M. E. (2004). Dynamic assessment of L2 development: Bringing the past into the future. Journal of Applied Linguistics, 1(1), 49-72. Lantolf, J. P., & Poehner, M. E. (2008). Dynamic assessment. In E. Shohamy & N. H. Hornberger (Eds.), Encyclopedia of language and education (2nd ed.), Volume 7: Language testing and assessment (pp. 1-12). Springer Science + Business Media LLC. Li, C. H. (2019). Using a listening vocabulary levels test to explore the effect of vocabulary knowledge on GEPT listening comprehension performance. Language Assessment Quarterly, 16(3), 328-344. Luoma, S. (2004). Assessing speaking. Cambridge: Cambridge University Press. Nicol, D. J., & Macfarlane‐Dick, D. (2006). Formative assessment and self‐regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199-218. Nikmard, F., & Tavassoli, K. (2020). The effect of diagnostic assessment on EFL learners’ performance on selective and productive reading tasks. Journal of Modern Research in English Language Studies, 7(1), 79-104. Pallant, J. (2011). SPSS survival manual: McGraw-Hill Education. Poehner, M. E. (2014). Dynamic assessment in the classroom. In A. J. Kunnan (Ed.), The companion to language assessment: Approaches and development, Volume II (pp. 194-210). John Wiley & Sons, Inc. Poehner, M. E., Zhang, J., & Lu, X. (2015). Computerized dynamic assessment (CDA): Diagnosing L2 development according to learner responsiveness to mediation. Language Testing, 32(3), 337-357. Ranjbaran, F., & Alavi, S. M. (2016). Cognitive diagnostic assessment of a reading comprehension test battery for formative diagnostic feedback. Journal of Foreign Language Research (JFLR), 6(2), 321-342. Rost, M. (1994). Introducing listening. London: Penguin. Rukthong, A., & Brunfaut, T. (2020). Is anybody listening? The nature of second language listening in integrated listening-to-summarize tasks. Language Testing, 37(1), 31-53. Saito, K., & Akiyama, Y. (2018). Effects of video-based interaction on the development of second language listening comprehension ability: A longitudinal study. TESOL Quarterly, 52(1), 163-176. Sarani, A., & Izadi, M. (2016). Diagnosing L2 receptive vocabulary development using dynamic assessment: A microgenetic study. Journal of Teaching Language Skills, 35(2), 161-189. Saslow, J., & Ascher, A. (2011). Top Notach 1B (2nd ed.). Pearson Education, Inc. Shabani, K. (2018). Group dynamic assessment of L2 learners’ writing abilities. Iranian Journal of Language Teaching Research, 6(1), 129-149. Tavassoli, K., & Nikmard, F. (2019). The effect of dynamic assessment on EFL learners’ performance on selective and productive reading comprehension tasks. Journal of Foreign Language Research (JFLR), 9(2), 445-478. Wagner, E. (2014). Assessing listening. In A. J. Kunnan, (Ed.). The companion to language assessment: Approaches and development, Volume I (pp. 47-63). John Wiley & Sons, Inc. Weigle, S. C. (2002). Assessing writing. Cambridge: Cambridge University Press. Winke, P., & Lim, H. (2017). The effects of test preparation on second-language listening test performance. Language Assessment Quarterly, 14(4), 380-397. Zareinajad, M., Rezaei, M., & Shokrpour, N. (2015). The effects of receptive and productive task-based listening activities on the listening ability of Iranian EFL learners at different proficiency levels. Pertanika Journal of Social Sciences and Humanities, 23(2), 537-552. Zhang, X. (2017). Effects of receptive-productive integration tasks and prior knowledge of component words on L2 collocation development. System, 66, 156-167. | ||
|
آمار تعداد مشاهده مقاله: 417 تعداد دریافت فایل اصل مقاله: 493 |
||