Cultivating Interlanguage Pragmatic Comprehension through Concurrent and Cumulative Group Dynamic Assessment: A Mixed-Methods Study

Autor/in	Rezai, Afsheen
Titel	Cultivating Interlanguage Pragmatic Comprehension through Concurrent and Cumulative Group Dynamic Assessment: A Mixed-Methods Study
Quelle	In: Asian-Pacific Journal of Second and Foreign Language Education, 8 (2023), Artikel 8 (20 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rezai, Afsheen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1186/s40862-022-00179-w
Schlagwörter	Interlanguage; Pragmatics; Second Language Learning; Second Language Instruction; Evaluation Methods; English (Second Language); Foreign Countries; Scores; Feedback (Response); Intervention; Language Processing; Language Tests; Comparative Analysis; Teaching Methods; Instructional Effectiveness; Achievement Gains; Teacher Student Relationship; Iran + Suchen Sie Ihr Suchwort? Zielsprache; Pragmalinguistik; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Sprachverarbeitung; Language test; Sprachtest; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Achievement gain; Leistungssteigerung; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	This study explored the effects of concurrent group dynamic assessment (G-DA) and cumulative G-DA on Iranian pre-intermediate English as a foreign language (EFL) learners' interlanguage pragmatic comprehension (ILPC). To this end, a total of 97 pre-intermediate learners took the key English test (KET) test and 45 learners whose scores fell between - 1 and + 1 SD were selected and randomly assigned to experimental groups, namely concurrent G-DA (n = 15), cumulative G-DA (n = 15), and a control group, namely immediate feedback (IF) group (n = 15). Then, they went through pre-test, interventions (lasting fifteen 1-h sessions held three times a week), and post-test procedures, as well as the interactions among the teachers and learners were recorded. The data were analyzed through a one-way analysis of covariance (ANCOVA) and a microgenetic development approach. Results revealed that the concurrent G-DA and cumulative G-DA outperformed the IP group concerning the gains in the ILPC on the post-test. Additionally, the complementary microgenetic findings demonstrated the ways through which the concurrent G-DA and cumulative G-DA could lead to improving the learners' ILPC. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01