برسی دقت ارزیابی زبان آموزان ایرانی در ارزیابی مشارکتی خواندن و درک مطلب زبان انگیسی به عنوان زبان خارجی

Subject Areas : All areas of language and translation

Mina Bolghari ¹ , Parviz Birjandi ² , Parviz Maftoon ³

1 - PhD Candidate in TEFL, Science and Research Branch, Islamic Azad University, Tehran, Iran
2 - Professor, Science and Research Branch, Islamic Azad University, Tehran, Iran
3 - Associate Professor, Science and Research Branch, Islamic Azad University, Tehran, Iran

Received: 2021-08-13 Accepted : 2021-08-13 Published : 2021-10-01

Keywords: ارزیابی مشارکتی, خواندن مشارکتی, خود ارزیابی, دقت ارزیابی, همتا ارزیابی,

Abstract :

یادگیری مشارکتی درمطالعات بیشماری مورد توجه واقع شده است که در این میان، تاثیر مثبت آن بر روی مهارت خواندن و درک مطلب زبان انگلیسی--به عنوان زبان خارجی-- به اثبات رسیده است. با این وجود، مطالعات نشان میدهند تا زمانیکه یادگیری مشارکتی مورد ارزیابی قرار نگیرد، زبان آموزان به طور جدی به آن نخواهند پرداخت. بر این اساس، هدف اصلی این مطالعه بررسی دقت ارزیابی زبان آموزان ایرانی در ارزیابی مشارکتی مهارت خواندن مد نظر واقع شد. در راستای احقاق این هدف، 60 دانشجوی  سال دوم رشته تربیت مترجم زبان انگلیسی از دانشگاه آزاد اسلامی، واحد تهران مرکزی انتخاب شدند. اطلاعات مربوط، طی 15 هفته جمع آوری شد. هر هفته، ابتدا زبان آموزان یک متن را در کلاس در گروههای چهار نفری خود به طور مشارکتی می خواندند و سپس تکالیف فردی خود را در منزل انجام میدادند. برای ارزیابی خواندن مشارکتی،  هر هفته فعالیت گروهی و نیز فعالیت فردی و مستقل هردانشجو توسط مدرس، خود دانشجویان، و همگروهی ها  مورد ارزیابی قرار میگرفت. نتایج مطالعه نشانگر دقت معنادار زبان آموزان در امر ارزیابی مشارکتی بود. همچنین، بر اساس نتایج کیفی به دست آمده از مصاحبه گروهی، شرکت کنندگان دریافت مثبتی از ارزیابی خواندن مشارکتی داشتند. نتایج تحقیق حاضر میتواند گواهی بر اعتبار ارزیابی مشارکتی در سنجش مهارت خواندن و درک مطلب زبان آموزان ایرانی باشد. 

References:

Azizinezhad, M., Hashemi, M., & Darvishi, S. (2013). Application of cooperative learning in EFL classes to enhance the students’ language learning. Procedia-Social and Behavioral Sciences, 93, 138-141. doi:10.1016/j.sbspro.2013 .09.166

Bachelor, R. B. (2017). Alternative assessments and student perceptions in the world language classroom. The TFLTA Journal, 6, 30-44.Retrieved from https://files.eric.ed.gov/

Bachman, L. F., & Palmer, A. S. (1989). The construct validation of self-ratings of communicative language ability. Language Testing, 6(1), 14-29. doi: 10.1177/026553228900600104

Ballantine, J., & Mccourt Larres, P. (2007). Final year accounting undergraduates’ attitudes to group assessment and the role of learning logs. Accounting Education: An International Journal, 16(2), 163-183. doi: 10.1080/09639280701234419

Brown, A. L., & Day, J. D. (1983). Macr orules for summarizing texts: The development of expertise. Journal of Verbal Learning and Verbal Behavior, 22(1), 1-14. Retrieved from https://www.ideals.illinois.edu/bitstream/

Cheng, W., & Warren, M. (2000). Making a difference: Using peers to assess individual students’ contributions to a group project. Teaching in Higher Education, 5(2), 243-255. doi: 10.1080/135625100114885

Cheng, W., & Warren, M. (2005). Peer assessment of language proficiency. Language Testing, 22(1), 93-121. doi: 10.1191/0265532205lt298oa

Davies, W. M. (2009). Groupwork as a form of assessment: Common problems and recommended solutions. Higher Education, 58(4), 563-584. doi: 10.1007/s10734-009-9216-y

Dörnyei, Z. (1997). Psychological processes in cooperative language learning: Group dynamics and motivation. The Modern Language Journal, 81(4), 482-493. doi: 10.1111/j.1540-4781. 1997. tb055 15.x/

Falchikov, N. (1986). Product comparisons and process benefits of collaborative peer group and self assessments. Assessment and Evaluation in Higher Education, 11(2), 146-166. doi: 10.1080/0260293860110206

Falchikov, N. (1993). Group process analysis: Self and peer assessment of working together in a group. Educational and Training Technology, 30(3), 275-284. doi: 10.1080/0954730930300308

Falchikov, N., & Boud, D. (1989). Student self-assessment in higher education: A meta-analysis. Review of Educational Research, 59(4), 395-430. doi: 10.3102/00346543059004395

Falchikov, N., & Goldfinch, J. (2000). Student peer assessment in higher education: A meta-analysis comparing peer and teacher marks. Review of Educational Research, 70(3), 287-322. doi: 10.3102/00346543070003287

Freeman, M. (1995). Peer assessment by groups of group work. Assessment & Evaluation in Higher Education, 20(3), 289-300. doi: 10. 108 0/0 26029 3950 200305

Gatfield, T. (1999). Examining student satisfaction with group projects and peer assessment. Assessment & Evaluation in Higher Education, 24(4), 365-377. doi: 10.1080/0260293990 240401

George, J. M. (1992). Extrinsic and intrinsic origins of perceived social loafing in organizations. Academy of Management Journal, 35(1), 191-202. doi: 10.2307/256478

Gibbs, G. (2009). The assessment of group work: lessons from the literature. Assessment Standards Knowledge Exchange, 1-17.Retrieved from http://www.brookes.ac.uk/aske

Goldfinch, J. (1994). Further developments in peer assessment of group projects. Assessment & Evaluation in Higher Education, 19(1), 29-35. doi: 10.1080/0260293940190103

Grabe, W. (2009). Reading in a second language: Moving from theory to practice. Cambridge: : CUP.

Houldsworth, C., & Mathews, B. P. (2000). Group composition, performance, and educational attainment. Education+ Training, 42(1), 40-53. doi: 10.1108/00400910010317086

Jalilifar, A.  (2010).  The effect of cooperative learning techniques on college students reading comprehension. System, 38, 96-108. doi:10.1016/ 2009.12.009

Johnson, D. W., & Johnson, R. (1990). What is cooperative learning? . In M. Brubacher, R. Payne, & K. Rickett (Eds.), Perspectives on small group learning: Theory and practice (pp. 68-79). Ontario, Canada: Rubicon.

Johnson, D. W., & Johnson, R. T. (1999). Making cooperative learning work. Theory into Practice, 38(2), 67-73. doi: 10.1080/00405849909543834

Johnston, L., & Miles, L. (2004). Assessing contributions to group assignments. Assessment & Evaluation in Higher Education, 29(6), 751-768. doi: 10.1080/0260293042000227272

Klingner, J. K., & Vaughn, S. (1999). Promoting reading comprehension, content learning, and English acquisition though collaborative strategic reading (CSR). The Reading Teacher, 52(7), 738-747.  Retrieved fromhttp://www.jstor.org/stable/20204676

Latané, B. (1981). The psychology of social impact. American psychologist, 36(4), 343-356. doi: 10.1037/0003-066X.36.4.343

Lejk, M., Wyvill, M., & Farrow, S. (1996). A survey of methods of deriving individual grades from group assessments. Assessment & Evaluation in Higher Education, 21(3), 267-280. doi: 10.1080/0260293960210306

Li, M., & Campbell, J. (2008). Asian students’ perceptions of group work and group assignments in a New Zealand tertiary institution. Intercultural Education, 19(3), 203-216. doi: 10. 1080 /026 0293032000066191

Marzban, A., & Alinejad, F. (2014). The effect of cooperative learning on reading comprehension of Iranian EFL learners. Procedia-Social and Behavioral Sciences, 116, 3744- 3748.doi:10.1016/j.sbspro.2014.01.834

McWhaw, K., Schnackenberg, H., Sclater, J., & Abrami, P. C. (2003). From co-operation to collaboration: Helping students become collaborative learners. In R. M. Gillies & A. F. Ashman (Eds.), Co-operative learning: The social and intellectual outcomes of learning in groups (pp. 54-68). New York, NY: Routledge.

Muñoz, A., & Alvarez, M. E. (2007). Students’ objectivity and perception of self-assessment in an EFL classroom. The Journal of Asia TEFL, 4(2), 1-25.Retrieved from http://www .academia.edu 

Nuttall, C. (1996). Teaching reading skills in a foreign language (2^nd ed.). Oxford: Macmillan Heinemann.

Ozogul, G., & Sullivan, H. (2009). Student performance and attitudes under formative evaluation by teacher, self and peer evaluators. Educational Technology Research and Development, 57(3), 393-410. doi: 10.1007/s11423-007-9052-7

Paleczek, L., Seifert, S., Schwab, S., & Gasteiger-Klicpera, B. (2015). Assessing reading and spelling abilities from three different angles–correlations between test scores, teachers’ assessment and children’s self-assessments in L1 and L2 children. Procedia-Social and Behavioral Sciences, 174, 2200-2210. doi: 1016/j.sbspro.2015.01.876

Palincsar, A. S., & Brown, A. L. (1984). Reciprocal teaching of comprehension fostering and comprehension-monitoring activities. Cognition and Instruction, 1(2), 117-175. doi:10.1207/s1532690xci0102

Pallant, J. (2013). SPSS survival manual (5^th ed.). New York, NY: : McGraw-Hill Education.

Patri, M. (2002). The influence of peer feedback on self-and peer-assessment of oral skills. Language Testing, 19(2), 109-131. doi: 10.1191/0265532202 lt224oa

Praver, M., Rouault, G., & Eidswick, J. (2011). Attitudes and affect toward peer evaluation in EFL reading circles. The Reading Matrix, 11(2), 89-101.Retrieved from http://www.readingmatrix.com/ 

Reid, J. M. (1987). The learning style preferences of ESL students. TESOL Quarterly, 21(1), 87-110. doi: 10.2307/3586356/full

Roger, T., & Johnson, D. W. (1994). An overview of cooperative learning. In J. Thousand, A. Villa, & A. Nevin (Eds.), Creativity and collaborative learning (pp. 1-21). Baltimore, Maryland: Brookes Press.

Ross, S. (1998). Self-assessment in second language testing: A meta-analysis and analysis of experiential factors. Language Testing, 15(1), 1-20. doi: 10.1177/026553229801500101

Saito, H., & Fujita, T. (2009). Peer-assessing peers’ contribution to EFL group presentations. RELC Journal, 40(2), 149-171. doi: 10. 1177/0033688209 105868

Shokri, M. (2015). On the accuracy of Iranian EFL students’ reading self-assessment and their level of reading proficiency. International Journal of English Language & Translation Studies, 3(3), 159-168.

Slavin, R.E. (1995). Cooperative learning: Theory, research, and practice (2^nd ed.). Boston: Allyn & Bacon.

Spatar, C., Penna, N., Mills, H., Kutija, V., & Cooke, M. (2015). A robust approach for mapping group marks to individual marks using peer assessment. Assessment & Evaluation in Higher Education, 40(3), 371-389. doi: 10.1080/02602938.2014.917270

Stefani, L. A. (1994). Peer, self, and tutor assessment: Relative reliabilities. Studies in Higher Education, 19(1), 69-75. doi: 10. 1080/030750794123 31382153

Strauss, P. (2001). ‘I'd rather vomit up a live hedgehog'-L2 students and group assessment in mainstream university programs. Prospect, 16(2), 55-66.Retrieved from http://www.researchonline.mq.edu.au 

Tepsuriwong, S., & Bunsom, T. (2013). Introducing peer assessment to a reading classroom: Expanding Thai University students’ learning boundaries beyond alphabetical symbols. Mediterranean Journal of Social Sciences, 4(14), 279-286.Retrieved from http://www. mcser.org 

Williams, E. (1992). Student attitudes towards approaches to learning and assessment. Assessment and Evaluation in Higher Education, 17(1), 45-58. doi: 10.1080/0260293920170105

Woolhouse, M. (1999). Peer assessment: The participants’ perception of two activities on a further education teacher education course. Journal of Further and Higher Education, 23(2), 211-219. doi: 10.1080/0309877990230205

Zhang, B., Johnston, L., & Kilic, G. B. (2008). Assessing the reliability of self‐and peer rating in student group work. Assessment & Evaluation in Higher Education, 33(3), 329-340. doi: 10.1080/02602930701293181.