Exploring the Effects of Dynamic Assessment on Improving Iranian Quran Learners’ Recitation Performance

سال انتشار: 1402
نوع سند: مقاله ژورنالی
زبان: انگلیسی
مشاهده: 138

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شناسه ملی سند علمی:

JR_CLCS-5-1_011

تاریخ نمایه سازی: 1 اسفند 1401

چکیده مقاله:

Although Dynamic Assessment (DA), rooted in Vygotsky’s (۱۹۷۸) Zone of Proximal Development (ZPD) notion, has been extensively researched in teaching English as a foreign language, it has remained largely unexplored in teaching Arabic as a foreign language. To bridge this long-lasting gap, this study purports to investigate the effects of DA on improving Iranian Quran learners’ recitation performance. For this purpose, two intact grade ۷ classes were selected at a public high school in Borujerd city, Iran, and were assigned randomly as DA group (n=۲۱) and non-DA group (n=۲۳). Later, they went through a pre-test, intervention (offered based on the principles and procedures of DA for the DA group and held in ۱۵ sessions), immediate post-test, and delayed post-test. The collected data were analyzed through a one-way ANCOVA. Findings documented that the DA group outperformed the non-DA group on the immediate post-test. Additionally, the results evidenced that the DA group outweighed the control group on the delayed post-test. The study ends with proposing some implications in consistent with the tenets of Sociocultural theory.

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نویسندگان

Afsheen Rezai

Assistant Professor, Teaching English and Linguistics Department, University of Ayatollah Burojerdi, Burojerd, Iran

Ehsan Namaziandost

Ph.D. in Applied Linguistics (TEFL), Department of General Courses, Ahavaz Jundishapur University of Medical Sciences, Ahvaz, Iran.

Ayub Amraei

Assistant Professor, Department of Quranic and Hadith Sciences, University of Ayatollah Burojerdi, Burojerd, Iran

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