Impact of Written Corrective Feedback via Dynamic Assessment on Iranian EFL Learners’ Writing: Micro and Macro Levels
محورهای موضوعی : نشریه زبان و ترجمهMohammad Reza Rafizade Tafti 1 , Fariba Rahimi 2 , Sajad Shafiee 3
1 - English Department, Shahrekord Branch, Islamic Azad University, Shahrekord, Iran
2 - English Department, Shahrekord Branch, Islamic Azad University, Shahrekord, Iran
3 - English Department, Shahrekord Branch, Islamic Azad University, Shahrekord, Iran
کلید واژه: Dynamic Assessment, Written corrective feedback, Writing Accuracy, Micro-Macro Levels, Static Assessment,
چکیده مقاله :
The present study aimed to assess the effects of written corrective feedback (WCF) on Iranian EFL learners' writing at the macro (i.e., rhetorical organization, task response, cohesion, and coherence) and micro levels (i.e., lexical resource, punctuation, grammatical range, and accuracy) with a dynamic assessment approach in focus. To this end, the Oxford Quick Placement Test was administered to 150 male and female Iranian EFL learners, of whom 80 homogeneous intermediate learners were selected and assigned to an experimental group and a control group. The two groups received WCF in the sense that the teacher provided symbols such as WW for the wrong word, SP for spelling, T for tense, WO for word order, etc. while marking their written productions. The difference was that the experimental group experienced dynamic assessment of L2 writing during the term (in which the teacher taught and tested the learners in an ongoing fashion and provided prompts, hints, support, and encouragement every session), whereas the participants in the control group experienced a conventional class, devoid of an ongoing dynamic assessment component. At the end of the treatment, the collected data were statistically analyzed. The results showed that although the experimental group significantly outpaced the control group regarding the micro-levels of writing, no substantial difference was detected between the macro levels of writing in both groups. It was, thus, concluded that written corrective feedback along with the dynamic assessment can significantly improve the writing of the students at micro-levels.
پژوهش حاضر با هدف بررسی تأثیر بازخورد اصلاحی نوشتاری (WCF) بر نوشتار زبان آموزان ایرانی زبان انگلیسی در سطوح کلان (یعنی سازماندهی بلاغی، پاسخ به تکلیف، انسجام) و خرد (یعنی منبع واژگانی، نقطه گذاری، دستوری) با رویکرد ارزیابی پویا در تمرکز انجام شد. بدین منظور، آزمون تعیین سطح سریع آکسفورد روی 150 زبان آموز انگلیسی مرد و زن ایرانی انجام شد که از بین آنها 80 زبان آموز متوسط همگن انتخاب و در یک گروه آزمایش و یک گروه کنترل قرار گرفتند. دو گروه WCF را دریافت کردند به این معنا که معلم نمادهایی مانند WW برای کلمه اشتباه، SP برای املا، T برای زمان، WO برای ترتیب کلمات و غیره را به آنها ارایه می کرد در حالی که تولیدات نوشتاری آنها را علامت‌گذاری می‌نمود. تفاوت این بود که گروه آزمایش ارزیابی پویا نوشتن L2 را در طول ترم تجربه کرد (که در آن معلم به طور مداوم به فراگیران آموزش می داد و آنها را آزمایش می کرد و در هر جلسه تذکرات، نکات، پشتیبانی و تشویق برای آنها داشت)، در حالی که شرکت کنندگان در گروه کنترل یک کلاس معمولی، عاری از ارزیابی پویا را تجربه می کرد. در پایان آزمایش داده های جمع آوری شده مورد تجزیه و تحلیل آماری قرار گرفت. نتایج نشان داد اگرچه گروه آزمایش از نظر سطوح خرد نوشتاری به طور قابل توجهی از گروه کنترل پیشی گرفت، اما تفاوت قابل توجهی بین سطوح کلان نوشتاری در هر دو گروه مشاهده نشد. بنابراین، نتیجه گیری شد که بازخورد اصلاحی کتبی همراه با ارزیابی پویا می تواند به طور قابل توجهی باعث بهبود نوشتار دانش آموزان در سطوح خرد شود. این تحقیق کاربرد هایی برای معلمانی دارد که در کلاس‌های ELT روی نوشتن کار می‌کنند.
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