The Role of Mobile-mediated Dynamic Assessment in the Language Development of Iranian EFL Learners

This study employs a mixed-methods approach to investigate the impact of in-class dynamic assessment (DA) and mobile-mediated dynamic assessment (MMDA) on the language development of English as a Foreign Language (EFL) learners (i.e. their reading, writing, speaking, and listening skills). The quantitative phase involved measuring the effects of learners' usage of DAs on their language development , followed by a qualitative analysis to gain a deeper understanding of their perceptions of different teaching methods. Participants were ۶۰ upper-intermediate EFL learners selected through purposive sampling based on their English proficiency level and experience. Instruments used included the Oxford Quick Placement Test (OQPT), the Michigan Test of English Language Proficiency (MTELP), a writing test based on TOEFL, a listening test from the Longman TOEFL Preparation, and a speaking test in the form of a semi-structured interview. The results of the one-way ANOVA indicated significant differences among the groups, with the mobile-mediated DA group showing the most improvement in speaking and listening skills. The study also revealed learners' attitudes towards using MIM for DA, highlighting the need for balanced and comprehensive assessment practices. These findings underscore the potential of MMDA to enhance language development and suggest future research directions, including long-term studies, diverse cultural contexts, personalized assessment methods, incorporation of AI, and comprehensive mixed-methods studies.

کلیدواژه ها:

Dynamic assessment ، EFL learners ، Language Development ، Mixed-Methods Research ، Mobile-mediated Dynamic Assessment