The Effect of Cumulative Group Dynamic Assessment in an Online EFL Classroom on Enhancing Iranian Students' Speaking Abilities: Discourse Markers in Focus

سال انتشار: 1400
محل انتشار: اولین همایش ملی فناوری های نوین و آموزش زبان انگلیسی
کد COI اختصاصی: MTELT01_070
زبان مقاله: انگلیسی
تعداد مشاهده: 241

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نویسندگان

Samira Mohajer

Ershad Damavand Institute of Higher Education

Amir Ghajarieh

Ershad Damavand Institute of Higher Education

Mohammad Amin Mozaheb

Ershad Damavand Institute of Higher Education

چکیده

This study investigates cumulative Group Dynamic Assessment (GDA) of Iranian EFL learners’ speaking abilities with a focus on discourse markers in an online EFL classroom using both qualitative and quantitative research approaches. To achieve the aim of the study, a total of ۶۴ homogenized female EFL learners participated in the study and were randomly divided into one experimental group and one control group each containing three classes. The speaking module of FCE was administered as the pre-test to check the learners’ speaking proficiency. The participants’ performance on the pre-test showed that their most frequent area of difficulty in speaking was related to discourse markers. As such, discourse markers were focused in the experimental group using cumulative GDA while a conventional way of teaching was implemented in the control group. Further, one class of the experimental group containing ten students was focused on using a qualitative research approach to shed more light on the possible efficiency of cumulative GDA in improving Iranian EFL learners’ speaking ability with a focus on discourse markers. The results showed the effective role of cumulative GDA in improving EFL learners’ speaking abilities. Further, the most frequent mediation strategies and reciprocity typologies were elicited. Ultimately, interviewing ten participants showed that they hold varied attitudes toward online cumulative GDA. The results could help raise the awareness of the teachers and teacher educators and various stakeholders in designing textbooks regarding the importance of testing for teaching. It is hoped that this study would be able to open new research paths in EFL/ESL language testing and teaching.

کلیدواژه ها

Dynamic Assessment; Group Dynamic Assessment; ZPD; EFL Learners; Speaking Abilities; Discourse Markers

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