Implementing and Gauging Bakhtin’s Legacy of Dialogism for Classroom-Based Assessments: Ripe for Syllabus Innovation
- سال انتشار: 1396
- محل انتشار: پنجمین کنفرانس بین المللی پژوهشهای کاربردی در مطالعات زبان
- کد COI اختصاصی: ELSCONF05_014
- زبان مقاله: انگلیسی
- تعداد مشاهده: 705
نویسندگان
Ph.D. Student, Department of English Language Teaching, Sheikhbahaee University, Isfahan, Iran.
Associate Professor in Applied Linguistics, English Language Center, Isfahan University of Technology, Isfahan, Iran.
Professor in Applied Linguistics, Department of Foreign Languages, Sheikhbahaee University, Isfahan, Iran.
چکیده
This study aimed to determine whether different instructional procedures involving Bakhtinian theory of dialogism led to improvement of EFL classroom-based assessments (CBAs). In doing so, out of the population of freshman undergraduates, 128 intermediate-level language learners whose ages ranged between 18 and 25 were selected based on their performance on a Quick Oxford Placement Test (QOPT). The targeted samples were randomly assigned to four experimental and control groups. The first group was taught grammar using interactionist classroombased assessment, while the second group receive instruction on the same grammatical areas employing interventionistclassroom-based assessment. Finally, for teaching grammar to the third group, both versions of CBA were integrated. Subsequently, a TOEFL Grammar Test (TGT) pretest and the posttest were administered to both experimental groups and the fourth sample which served as the control group. The data obtained from the measurement instruments and the relevant statistical techniques revealed that all groups receiving CBA practices outperformed the participants in the control group. However, those receiving both types of CBA (i.e. the hybrid group) had emulated the performance of the students in other classes. Notably, the findings of this research may have important implications for material developers, syllabus designers, and language teachersکلیدواژه ها
Bakhtin’s theory of dialogism, classroom-based assessment, grammatical competence, hybrid approachمقالات مرتبط جدید
- انعکاس اهمیت گل و گیاه در ادبیات ایران
- بررسی ارزشهای انسانی در عرفان و ادبیات صوفیانه ایرانی
- The Problems faced by EFL Teachers in Teaching English Speaking Skills to the Iranian Students in Three Top Language Institutes in Iran
- تطور نهادهای اجتماعی و فرهنگی سرزمین های خلیج فارس شرقی از ورود اسلام تا پایان قرن چهارم هجری
- Artificial Intelligence-powered Vocabulary Instruction: A Study on Recall and Retention in English for Specific Purposes
اطلاعات بیشتر در مورد COI
COI مخفف عبارت CIVILICA Object Identifier به معنی شناسه سیویلیکا برای اسناد است. COI کدی است که مطابق محل انتشار، به مقالات کنفرانسها و ژورنالهای داخل کشور به هنگام نمایه سازی بر روی پایگاه استنادی سیویلیکا اختصاص می یابد.
کد COI به مفهوم کد ملی اسناد نمایه شده در سیویلیکا است و کدی یکتا و ثابت است و به همین دلیل همواره قابلیت استناد و پیگیری دارد.