Establishing a Nonlinear Dynamic Individual-Centered Language Assessment Model: A Dynamic Systems Theory Approach

Autor/inn/en	Bahari, Akbar; Zhang, Xue; Ardasheva, Yuliya
Titel	Establishing a Nonlinear Dynamic Individual-Centered Language Assessment Model: A Dynamic Systems Theory Approach
Quelle	In: Interactive Learning Environments, 31 (2023) 7, S.4034-4056 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bahari, Akbar) ORCID (Zhang, Xue) ORCID (Ardasheva, Yuliya)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-4820
DOI	10.1080/10494820.2021.1950769
Schlagwörter	Language Tests; Computer Assisted Testing; English (Second Language); Second Language Learning; Language Proficiency; Foreign Countries; Models; Student Attitudes; Assessment Literacy; Iran + Suchen Sie Ihr Suchwort? Language test; Sprachtest; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Language skill; Language skills; Sprachkompetenz; Ausland; Analogiemodell; Schülerverhalten
Abstract	The lack of comprehensive language proficiency assessment models recognizing the nonlinearity and dynamicity of individual differences, as well as the fundamental differences between paper- and computer-assisted language assessments (CALA) served as the rationale to conduct the present study. Drawing on dynamic systems theory, a Nonlinear Dynamic Individual-Centered Language Assessment (NDICLA) model was developed and tested for its applicability in the computer-assisted language learning context. To test the effectiveness of the model, a random assignment experiment was conducted among 73 Iranian EFL learners. Results show that language proficiency gains of the experimental group were statistically and practically greater than those of the control group. The experimental group held largely positive attitudes towards NDICLA assessment practices, in terms of engagement, competence, and performance. Lastly, the NDICLA model users perceived the model to be effective in terms of accessibility, content, and function. The integration of the computer-assisted language learning developments into a multifaceted CALA model is a significant step towards a dynamic, interactive, and adaptive assessment model, in response to the non-linear dynamic individual differences. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01