Implementing Peer-Dynamic Assessment to Cultivate Iranian EFL Learners' Interlanguage Pragmatic Competence: A Mixed-Methods Approach

Autor/inn/en	Azizi, Zeinab; Namaziandost, Ehsan
Titel	Implementing Peer-Dynamic Assessment to Cultivate Iranian EFL Learners' Interlanguage Pragmatic Competence: A Mixed-Methods Approach
Quelle	In: International Journal of Language Testing, 13 (2023) 1, S.18-43 (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Foreign Countries; Peer Evaluation; Evaluation Methods; Second Language Learning; Second Language Instruction; Language Tests; Intervention; English (Second Language); Learning Theories; Social Theories; Comparative Analysis; Interlanguage; Pragmatics; Cues; Speech Acts; Language Proficiency; Student Improvement; Iran + Suchen Sie Ihr Suchwort? Ausland; Zweitsprachenerwerb; Fremdsprachenunterricht; Language test; Sprachtest; English as second language; English; Second Language; Englisch als Zweitsprache; Learning theory; Lerntheorie; Gesellschaftstheorie; Zielsprache; Pragmalinguistik; Stichwort; Sprechakt; Language skill; Language skills; Sprachkompetenz
Abstract	Though dynamic assessment (DA) has gained strong theoretical and empirical support over the last decades, second language (L2) practitioners have blamed it for its applicability in large classes. To ameliorate this limitation, peer-dynamic assessment (peer-DA), rooted in the conceptualization of zone of proximal development (ZPD), can be introduced and practiced as an alternative approach. Thus, this study aimed to investigate the effects of peer-DA on cultivating Iranian upper-intermediate EFL learners' interlanguage pragmatic (ILP) competence. Additionally, it was to disclose how peer-DA leads to improving the learners' ILP competence. To achieve these aims, a sample of 84 upper-intermediate EFL learners, including females was selected through a convenience sampling method at Iran Language Institute in Borujerd City, Iran. Then, a total of 37 EFL learners whose scores fell around the mean score were selected and randomly assigned to two groups, namely an experimental (n = 19) and a control (n = 18). Then, they went through a pre-test, interventions (lasting 16 one-hour sessions held two times a week), and a post-test. The experimental group's interactions were meticulously recorded. The collected data were analyzed through two independent samples t-tests, and the microgenetic development approach. Findings documented a statistically significant difference between the experimental group and control group concerning the gains of ILP competence on the post-test. Furthermore, the results of the microgenetic development analysis evidenced how the gradual, contingent prompts could lead to noticeable improvements in the learning of ILP features. These findings may have some pedagogical implications for different stakeholders. (As Provided).
Anmerkungen	Tabaran Institute of Higher Education. Shariati 60, Shariati Blvd, Ghasem Abad, Mashhad, Khorasan Razavi, Iran. Tel: +98 (51) 35227215; e-mail: ijlt@tabaran.ac.ir; Web site: http://www.ijlt.ir/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01