E-diagnostic assessment of collaborative and individual oral tiered task performance in differentiated second language instruction framework
Abstract Differentiated second/foreign language (L2) instruction (DI) has received growing attention in pedagogical research. Yet, as a cornerstone of inclusive education, the DI is still under-documented. In this study, we integrated diagnostic assessment (DIA) and collaborative language learning i...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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SpringerOpen
2023-02-01
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| Series: | Language Testing in Asia |
| Subjects: | |
| Online Access: | https://doi.org/10.1186/s40468-023-00223-7 |
| _version_ | 1811171552314523648 |
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| author | Fahimeh Rafi Natasha Pourdana |
| author_facet | Fahimeh Rafi Natasha Pourdana |
| author_sort | Fahimeh Rafi |
| collection | DOAJ |
| description | Abstract Differentiated second/foreign language (L2) instruction (DI) has received growing attention in pedagogical research. Yet, as a cornerstone of inclusive education, the DI is still under-documented. In this study, we integrated diagnostic assessment (DIA) and collaborative language learning in a differentiated (tiered) oral tasks intervention and mediated them in a Google Meet cyber classroom. To do so, an intact group of 64 non-English major university students was selected, pretested, and randomly assigned to collaborative (CG) and individual (IG) groups. Each group was partitioned into higher, middle, and lower language ability tiers. The objectives were to examine (1) how differently mixed-ability English-as-a-foreign-language (EFL) learners could improve their collaborative and individual oral tiered task performances on which they received e-DIA for 10 weeks, and (2) how differently e-DIA could affect their postintervention learning achievement in oral skills. The statistical analysis indicated the positive and equal impact of e-DIA on CG-tiers, but a positive and divisive impact on IG-tiers. Responded to e-DIA, both groups had significant pretest-to-postest learning achievement in oral skills, but CG-tiers’ collaboration resonated with the impact of e-DIA to outperform the IG-tiers on the posttest. The findings implied the integration of e-DIA and collaborative learning in the DI framework to mitigate L2 learners’ diversity in inclusive L2 education. |
| first_indexed | 2024-04-10T17:17:01Z |
| format | Article |
| id | doaj.art-2aec133e6ab348edbd6bd19c112b914e |
| institution | Directory Open Access Journal |
| issn | 2229-0443 |
| language | English |
| last_indexed | 2024-04-10T17:17:01Z |
| publishDate | 2023-02-01 |
| publisher | SpringerOpen |
| record_format | Article |
| series | Language Testing in Asia |
| spelling | doaj.art-2aec133e6ab348edbd6bd19c112b914e2023-02-05T12:20:33ZengSpringerOpenLanguage Testing in Asia2229-04432023-02-0113111810.1186/s40468-023-00223-7E-diagnostic assessment of collaborative and individual oral tiered task performance in differentiated second language instruction frameworkFahimeh Rafi0Natasha Pourdana1Department of Teaching English and Translation, Karaj Branch, Islamic Azad UniversityDepartment of Teaching English and Translation, Karaj Branch, Islamic Azad UniversityAbstract Differentiated second/foreign language (L2) instruction (DI) has received growing attention in pedagogical research. Yet, as a cornerstone of inclusive education, the DI is still under-documented. In this study, we integrated diagnostic assessment (DIA) and collaborative language learning in a differentiated (tiered) oral tasks intervention and mediated them in a Google Meet cyber classroom. To do so, an intact group of 64 non-English major university students was selected, pretested, and randomly assigned to collaborative (CG) and individual (IG) groups. Each group was partitioned into higher, middle, and lower language ability tiers. The objectives were to examine (1) how differently mixed-ability English-as-a-foreign-language (EFL) learners could improve their collaborative and individual oral tiered task performances on which they received e-DIA for 10 weeks, and (2) how differently e-DIA could affect their postintervention learning achievement in oral skills. The statistical analysis indicated the positive and equal impact of e-DIA on CG-tiers, but a positive and divisive impact on IG-tiers. Responded to e-DIA, both groups had significant pretest-to-postest learning achievement in oral skills, but CG-tiers’ collaboration resonated with the impact of e-DIA to outperform the IG-tiers on the posttest. The findings implied the integration of e-DIA and collaborative learning in the DI framework to mitigate L2 learners’ diversity in inclusive L2 education.https://doi.org/10.1186/s40468-023-00223-7CollaborationDiagnostic assessmentDifferentiated instructionGoogle MeetTiered task |
| spellingShingle | Fahimeh Rafi Natasha Pourdana E-diagnostic assessment of collaborative and individual oral tiered task performance in differentiated second language instruction framework Language Testing in Asia Collaboration Diagnostic assessment Differentiated instruction Google Meet Tiered task |
| title | E-diagnostic assessment of collaborative and individual oral tiered task performance in differentiated second language instruction framework |
| title_full | E-diagnostic assessment of collaborative and individual oral tiered task performance in differentiated second language instruction framework |
| title_fullStr | E-diagnostic assessment of collaborative and individual oral tiered task performance in differentiated second language instruction framework |
| title_full_unstemmed | E-diagnostic assessment of collaborative and individual oral tiered task performance in differentiated second language instruction framework |
| title_short | E-diagnostic assessment of collaborative and individual oral tiered task performance in differentiated second language instruction framework |
| title_sort | e diagnostic assessment of collaborative and individual oral tiered task performance in differentiated second language instruction framework |
| topic | Collaboration Diagnostic assessment Differentiated instruction Google Meet Tiered task |
| url | https://doi.org/10.1186/s40468-023-00223-7 |
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