تأثیر ارزشیابی پوشه‌ایی بر صحت دستوری و پیچیدگی نوشتاری دانشجویان کارشناسی‌ارشد آموزش زبان‌انگلیسی
محورهای موضوعی : روانشناسی تربیتی
1 - گروه زبان‌انگلیسی، واحد تبریز، دانشگاه آزاد اسلامی، تبریز، ایران
کلید واژه: نوشتار, پیچیدگی, صحت دستوری, ارزشیابی پوشه‌ایی, بازخورد تعاملی,
چکیده مقاله :
تحقیق شبه تجربی حاضر به بررسی تأثیر ارزشیابی پوشه ایی بر صحت دستوری و پیچیدگی نوشتاری دانشجویان کارشناسی ارشد آموزش زبان پرداخته است و بر این فرضیه تحقیق استوار می‌باشد که شرکت در فرآیند ارزشیابی عملکرد خود توجه زبان آموزان را نسبت به ویژگی‌های صوری و متنی کلام نوشتاری جلب نموده و موجب پیشرفت آنها می‌شود. آزمودنی‌های حاضر در این پژوهش شامل 40 دانشجوی مقطع کارشناسی‌ارشد آموزش زبان انگلیسی از جمعیت پنجاه نفری دانشجویانی انتخاب شدند که درس نگارش پیشرفته را اخذ نموده و پس از تأیید همگنی در مهارت‌های درک مطلب و نوشتار به صورت تصادفی به دو گروه تحقیق و شاهد تعیین شدند. هر دو گروه به مدت 12 جلسه بر اساس مطالب آموزشی یکسان و روش تدریس فرآیند-محور توام با بازخورد تعاملی، خود ویراستاری و بازخورد معلم آموزش دریافت نمودند. گروه تحقیق به صورت هفتگی در ارزشیابی پوشه‌ایی تکالیف نوشتاری خود نیز شرکت نمودند. تحلیل آماری داده‌های پس‌آزمون نشانگر پیشرفت معنی‌دار گروه تحقیق در صحت دستوری و پیچیدگی نوشتاری بود. نتایج پژوهش ضرورت شرکت دادن دانشجویان کارشناسی‌ارشد آموزش انگلیسی در فرآیند آموزش و ارزشیابی پیشرفت آموزشی خود را مورد تأکید قرار می‌دهد و کاربردهای آموزشی بسیاری دارد
This quasi-experimental study examined the impact of portfolio assessment (PA) on the accuracy and complexity of postgraduate TEFL students’ writing. It was hypothesized that engaging learners in the process of assessing their performance can focus their attention on formal and textual features and thereby promote their writing. 40 intermediate TEFL postgraduate students, selected from a population of 50 taking the “Advanced Writing Course” at Islamic Azad University, Tabriz Branch, participated in the study and were randomly assigned as the control and experimental groups after their homogeneity was assessed based on a Preliminary English Test (PET) and a writing test. Both groups received process-oriented instruction based on the same teaching materials for 12 sessions and underwent a process-oriented teaching approach complemented by interactive feedback, peer-editing, and teacher’s feedback on their writing samples. The experimental group was additionally engaged in weekly PA of their wiring. The paired samples t-test analysis of their writing post-test revealed that the experimental group surpassed the control group and produced more accurate and complex texts. The results accentuate the significance of engaging postgraduate TEFL students not only in the learning process but also in the process of evaluating their own progress over time, and offer pedagogical implications
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