سفر تحریریه ارزیابی پویا و زبان آموزان EFL: تمرکزی بر مدل های ارزیابی پویا و انواع تجدید نظر در نوشتن

نوع مقاله : مقاله پژوهشی

چکیده

با در نظر گرفتن چهار مهارت اصلی زبان ، به ویژه مهارت نوشتاری , دانش آموزان به دلیل آموزش ناکافی و بازخورد ناکارآمد ، با مشکلات نوشتن دست و پنجه نرم می کنند. تحت دیدگاه نظریه فرهنگی اجتماعی ویگوتسکی (SCT) ، ارزیابی پویا (DA) قصد داشت آموزش و ارزیابی را برای بهبود آموزش زبان به صورت یکپارچه درآورد و کیفیت آموزش و بازخورد را تضمین کند. در تلاش برای شروع یک سفر بدیع ، مطالعه نیمه تجربی حاضر سعی کرد تا مقایسه ای اثربخشی روشهای مداخله گر DA (یعنی آمرانه و تسهیل کننده) را در ایجاد انواع تجدیدنظر در یک نمونه از (شماره = 120) پیشرفته بررسی کند. زبان آموزان ایرانی زبان انگلیسی در قالب دو گروه آزمایشی و یک گروه کنترل. نمونه نوشتاری را برای اهداف تشخیصی و دستیابی تولید کردند. اما در این میان ، هر گروه آزمایشی در معرض مداخلات خاص DA گرا قرار گرفت در حالی که گروه کنترل جریان اصلی غیر پویای متداول آموزش انواع تجدید نظر در نوشتن را دریافت کرد. تجزیه و تحلیل آماری پارامتری (به عنوان مثال ، MANOVA و ANOVA یک طرفه) که برای این منظور انجام می شود ، سه یافته جالب را نشان داد: 1) تفاوت قابل توجهی بین سه گروه به نفع مداخلات DA. 2) اثربخشی بیشتر روش آمرانه-DA نسبت به روش تسهیل-DA ؛ 3) اختلاف معنی داری از نظر "افزودن" ، "حذف" و "تعویض" ، 4) اما هیچ تفاوتی بین گروه کنترل و گروه های آزمایش در "جایگزینی" مشاهده نشد.

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