The Effect of Dynamic versus Static Assessment on Syntactic Development of Iranian College Preparatory EFL Learners

Autor/inn/en	Jafary, Mohamad Reza; Nordin, Noreen; Mohajeri, Reza
Titel	The Effect of Dynamic versus Static Assessment on Syntactic Development of Iranian College Preparatory EFL Learners
Quelle	In: English Language Teaching, 5 (2012) 7, S.149-157 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Foreign Countries; College Students; English (Second Language); Second Language Learning; Second Language Instruction; Experimental Groups; Models; Syntax; Role; Control Groups; Grammar; Language Tests; Pretests Posttests; Scores; Males; Multiple Choice Tests; Statistical Analysis; High School Students; Teaching Methods; Comparative Analysis; Outcomes of Education; Iran + Suchen Sie Ihr Suchwort? Ausland; Collegestudent; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Analogiemodell; Rollen; Grammatik; Language test; Sprachtest; Male; Männliches Geschlecht; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Statistische Analyse; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Teaching method; Lehrmethode; Unterrichtsmethode; Lernleistung; Schulerfolg
Abstract	This study investigated the effect of dynamic assessment on learners' syntactic knowledge. The main concern of this study was significant difference between dynamic and static assessment and the possible role of these two forms of assessment on the syntactic development of Iranian EFL college preparatory learners. To fulfill the purpose of the study, NELSON was administered to 70 pre university male learners. Those learners with scores one standard deviation above and below the mean were selected for the purpose of the study. There were 60 students who were then divided into experimental and control groups. Next, the pre-test (a teacher-made, multiple-choice test) was administered to 20 subjects of parallel group. Then, twelve multiple-choice grammar tests were administered to the subjects of the experimental group. The students received mediation in dynamic assessment model which involved some strategies like looking for clues, eliminating the answers that do not fit and comparison strategies. The mediation process was designed to enable teachers to mediate each of the items in an interactive way. The mediation was divided into two stages: a) manipulation of grammatical and structural point through the strategies mentioned above and b) information paper which was given to the students at the end of each session to work on them at home. The control group received deductive grammatical rules during twelve sessions. Finally, the pre-test was re-administered as the post-test and t-test was applied. The results showed that at 0.05 level of significance the mean of experimental group was more than the mean of control group for different scores and consequently the null-hypothesis was rejected. The study proved that dynamic assessment outperformed in improving syntactic knowledge of the learners. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01