The Effect of Concurrent and Cumulative Group Dynamic Assessment on Homogeneous and Heterogeneous EFL Learners’ Auditory Memory in Listening Tasks
Group Dynamic Assessment (G-DA), introduced by Poehner (2009), applies mediation through concurrent and cumulative approaches. This study investigated the effect of the two approaches on Iranian homogeneous and heterogeneous EFL learners' auditory memory in listening tasks. Eighty female interm...
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| Format: | Article |
| Language: | English |
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Islamic Azad University, Tabriz Branch
2021-08-01
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| Series: | Journal of English Language Pedagogy and Practice |
| Subjects: | |
| Online Access: | http://jal.iaut.ac.ir/article_686588_c7076dbe0e5e8a14aa081200bf509798.pdf |
| _version_ | 1811271599947513856 |
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| author | Nader Safaei Asl Saeideh Ahangari Mahnaz Saeedi |
| author_facet | Nader Safaei Asl Saeideh Ahangari Mahnaz Saeedi |
| author_sort | Nader Safaei Asl |
| collection | DOAJ |
| description | Group Dynamic Assessment (G-DA), introduced by Poehner (2009), applies mediation through concurrent and cumulative approaches. This study investigated the effect of the two approaches on Iranian homogeneous and heterogeneous EFL learners' auditory memory in listening tasks. Eighty female intermediate EFL learners were chosen as the participants of the study. They were assigned to two groups of forty homogeneous and forty heterogeneous learners. Then, each group was divided into two experimental groups with twenty participants in each. Homogeneous and heterogeneous participants were assessed through both concurrent and cumulative approaches. To find out the main and interaction effect of concurrent and cumulative G-DA and homogeneity and heterogeneity of EFL learners, the post-test scores of the participants were analysed through a two-way ANOVA. The results indicated that G-DA approaches on the one hand and homogeneity and heterogeneity of EFL learners on the other, had both significant main and interaction effect on EFL learners' auditory memory. For the independent effect of both approaches, a one-way ANOVA was also used. The results indicated that cumulative G-DA had more significant effect than concurrent one on heterogeneous EFL learners' auditory memory. ANOVA analysis also proved that the two approaches did not differ in their effect on homogenous learners. |
| first_indexed | 2024-04-12T22:22:40Z |
| format | Article |
| id | doaj.art-3dfd9995d3b847bc9289074b055c1552 |
| institution | Directory Open Access Journal |
| issn | 2645-3576 2645-3584 |
| language | English |
| last_indexed | 2024-04-12T22:22:40Z |
| publishDate | 2021-08-01 |
| publisher | Islamic Azad University, Tabriz Branch |
| record_format | Article |
| series | Journal of English Language Pedagogy and Practice |
| spelling | doaj.art-3dfd9995d3b847bc9289074b055c15522022-12-22T03:14:16ZengIslamic Azad University, Tabriz BranchJournal of English Language Pedagogy and Practice2645-35762645-35842021-08-011428678610.30495/jal.2021.686588686588The Effect of Concurrent and Cumulative Group Dynamic Assessment on Homogeneous and Heterogeneous EFL Learners’ Auditory Memory in Listening TasksNader Safaei Asl0Saeideh Ahangari1Mahnaz Saeedi2Department of English, Tabriz Branch, Islamic Azad University, Tabriz, IranDepartment of English, Tabriz Branch, Islamic Azad University, Tabriz, IranDepartment of English, Tabriz Branch, Islamic Azad University, Tabriz, IranGroup Dynamic Assessment (G-DA), introduced by Poehner (2009), applies mediation through concurrent and cumulative approaches. This study investigated the effect of the two approaches on Iranian homogeneous and heterogeneous EFL learners' auditory memory in listening tasks. Eighty female intermediate EFL learners were chosen as the participants of the study. They were assigned to two groups of forty homogeneous and forty heterogeneous learners. Then, each group was divided into two experimental groups with twenty participants in each. Homogeneous and heterogeneous participants were assessed through both concurrent and cumulative approaches. To find out the main and interaction effect of concurrent and cumulative G-DA and homogeneity and heterogeneity of EFL learners, the post-test scores of the participants were analysed through a two-way ANOVA. The results indicated that G-DA approaches on the one hand and homogeneity and heterogeneity of EFL learners on the other, had both significant main and interaction effect on EFL learners' auditory memory. For the independent effect of both approaches, a one-way ANOVA was also used. The results indicated that cumulative G-DA had more significant effect than concurrent one on heterogeneous EFL learners' auditory memory. ANOVA analysis also proved that the two approaches did not differ in their effect on homogenous learners.http://jal.iaut.ac.ir/article_686588_c7076dbe0e5e8a14aa081200bf509798.pdfapproachinteractiondynamic assessmentmediation |
| spellingShingle | Nader Safaei Asl Saeideh Ahangari Mahnaz Saeedi The Effect of Concurrent and Cumulative Group Dynamic Assessment on Homogeneous and Heterogeneous EFL Learners’ Auditory Memory in Listening Tasks Journal of English Language Pedagogy and Practice approach interaction dynamic assessment mediation |
| title | The Effect of Concurrent and Cumulative Group Dynamic Assessment on Homogeneous and Heterogeneous EFL Learners’ Auditory Memory in Listening Tasks |
| title_full | The Effect of Concurrent and Cumulative Group Dynamic Assessment on Homogeneous and Heterogeneous EFL Learners’ Auditory Memory in Listening Tasks |
| title_fullStr | The Effect of Concurrent and Cumulative Group Dynamic Assessment on Homogeneous and Heterogeneous EFL Learners’ Auditory Memory in Listening Tasks |
| title_full_unstemmed | The Effect of Concurrent and Cumulative Group Dynamic Assessment on Homogeneous and Heterogeneous EFL Learners’ Auditory Memory in Listening Tasks |
| title_short | The Effect of Concurrent and Cumulative Group Dynamic Assessment on Homogeneous and Heterogeneous EFL Learners’ Auditory Memory in Listening Tasks |
| title_sort | effect of concurrent and cumulative group dynamic assessment on homogeneous and heterogeneous efl learners auditory memory in listening tasks |
| topic | approach interaction dynamic assessment mediation |
| url | http://jal.iaut.ac.ir/article_686588_c7076dbe0e5e8a14aa081200bf509798.pdf |
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