The Effect of Concurrent and Cumulative Group Dynamic Assessment on Homogeneous and Heterogeneous EFL Learners’ Auditory Memory in Listening Tasks
محورهای موضوعی : language teaching
نادر صفایی اصل
1
(گروه زبان انگلیسی، واحد تبریز، دانشگاه آزاد اسلامی ، تبریز، ایران)
سعیده اهنگری
2
(گروه زبان انگلیسی، واحد تبریز، دانشگاه آزاد اسلامی ، تبریز، ایران)
مهناز سعیدی
3
(گروه زبان انگلیسی، واحد تبریز، دانشگاه آزاد اسلامی ، تبریز، ایران)
کلید واژه: mediation, approach, interaction, Dynamic Assessment,
چکیده مقاله :
Group Dynamic Assessment (G-DA), introduced by Poehner (2009), applies mediation through concurrent and cumulative approaches. This study investigated the effect of the two approaches on Iranian homogeneous and heterogeneous EFL learners' auditory memory in listening tasks. Eighty female intermediate EFL learners were chosen as the participants of the study. They were assigned to two groups of forty homogeneous and forty heterogeneous learners. Then, each group was divided into two experimental groups with twenty participants in each. Homogeneous and heterogeneous participants were assessed through both concurrent and cumulative approaches. To find out the main and interaction effect of concurrent and cumulative G-DA and homogeneity and heterogeneity of EFL learners, the post-test scores of the participants were analysed through a two-way ANOVA. The results indicated that G-DA approaches on the one hand and homogeneity and heterogeneity of EFL learners on the other, had both significant main and interaction effect on EFL learners' auditory memory. For the independent effect of both approaches, a one-way ANOVA was also used. The results indicated that cumulative G-DA had more significant effect than concurrent one on heterogeneous EFL learners' auditory memory. ANOVA analysis also proved that the two approaches did not differ in their effect on homogenous learners.
ارزشیابی پویای گروهی که توسط پوهنر(2009) معرفی شد، از طریق دو روش تجمعی و همزمانی وساطت آموزشی را اجرا می کند. این تحقیق تاثیر این دو روش را بر روی حافظه شنیداری زبان آموزان همگن و نا همگن ایرانی در فعالیت های شنیداری مورد بررسی قرار داد. به همین منظور، 80 زبان آموز مونث در سطح متوسط زبان آموزی بعنوان شرکت کنندگان تحقیق انتخاب شدند. این شرکت کنندگان در دو گروه 40 نفره همگن و ناهمگن قرار داده شدند. سپس این گروهها هرکدام به دو گروه آزمایش بیست نفره تقسیم شدند. شرکت کنندگان همگن و نا همگن از طریق دو روش تجمعی و همزمانی ارزشیابی پویای گروهی مورد ارزیابی قرار گرفتند. برای یافتن تاثیرتعاملی و اصلی دو روش تجمعی و همزمانی ارزشیابی پویای گروهی و همگنی و ناهمگنی زبان آموزان نمرات پس آزمون شرکت کنندگان با استفاده از آنوای دو طرفه تجزیه و تحلیل شد. نتایج نشان داد که روشهای ارزشیابی پویای گروهی از یک طرف و همگنی و ناهمگنی زبان آموزان از طرف دیگر هم تاثیر اصلی و هم تاثیر تعاملی بر حافظه شنیداری زبان آموزان داشتند. برای یافتن تاثیر مستقل هر دو روش از آنوای یک طرفه هم استفاده شد. آنوای یک طرف نشان داد که روش تجمعی ارزشیابی پویای گروهی تاثیر بیشتری از روش همزمانی بر روی حافظه شنیداری زبان آموزان ناهمگن دارد. آنوای یک طرفه نشان داد که هر دو روش تاثیر متفاوتی بر روی زبان آموزان همگن نداشتند.
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