The comparative effects of consciousness raising tasks and dynamic assessment on morphological awareness: the case of pre-intermediate EFL learners
Abstract Finding out which teaching strategies best support students learning is a key objective of educational research. Knowing this, this study investigated the comparative effects of consciousness-raising (CR) tasks and dynamic assessment (DA) on morphological awareness in an Afghani EFL context...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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SpringerOpen
2023-03-01
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| Series: | Language Testing in Asia |
| Subjects: | |
| Online Access: | https://doi.org/10.1186/s40468-023-00231-7 |
| _version_ | 1797853659146485760 |
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| author | Buvsara Tashmuradova K. D. V. Prasad Khaled Ahmed Abdel-Al Ibrahim Leeda Sarabani |
| author_facet | Buvsara Tashmuradova K. D. V. Prasad Khaled Ahmed Abdel-Al Ibrahim Leeda Sarabani |
| author_sort | Buvsara Tashmuradova |
| collection | DOAJ |
| description | Abstract Finding out which teaching strategies best support students learning is a key objective of educational research. Knowing this, this study investigated the comparative effects of consciousness-raising (CR) tasks and dynamic assessment (DA) on morphological awareness in an Afghani EFL context. To achieve this, 90 EFL grade 11 learners from three intact classes were selected through a convenience sampling procedure and were assigned to DA, CR, and control groups, respectively, with the same number of participants in each condition. A nonrandomized pretest–posttest design was carried out. The results of the Oxford quick placement test revealed that the participants had pre-intermediate English proficiency. To assess learners’ morphological awareness, two different tests of morphological awareness were given both prior to the treatment and right after it. The DA group received interactionist DA on the target morphemes, the CR group received CR instruction on the target form, and the control group received nothing. The results of a one-way between-groups ANOVA revealed that both DA and CR groups significantly outperformed the control group on the post-test. A further post hoc analysis using Bonferroni adjustment demonstrated that the difference between DA and CR groups was also statistically significant with a small effect size (eta squared = 0.042), substantiating the superiority of DA over CR tasks on morphological awareness. The theoretical and pedagogical implications of the study are discussed. |
| first_indexed | 2024-04-09T19:54:14Z |
| format | Article |
| id | doaj.art-7ce554b58a56430f820e7651b92e77fa |
| institution | Directory Open Access Journal |
| issn | 2229-0443 |
| language | English |
| last_indexed | 2024-04-09T19:54:14Z |
| publishDate | 2023-03-01 |
| publisher | SpringerOpen |
| record_format | Article |
| series | Language Testing in Asia |
| spelling | doaj.art-7ce554b58a56430f820e7651b92e77fa2023-04-03T05:36:01ZengSpringerOpenLanguage Testing in Asia2229-04432023-03-0113112110.1186/s40468-023-00231-7The comparative effects of consciousness raising tasks and dynamic assessment on morphological awareness: the case of pre-intermediate EFL learnersBuvsara Tashmuradova0K. D. V. Prasad1Khaled Ahmed Abdel-Al Ibrahim2Leeda Sarabani3The Department of Corporate Finance and Securities, Tashkent Institute of FinanceSymbiosis Institute of Business Management (SIBM), Symbiosis International (Deemed University) (SIU)College of Education, Prince Sattam Bin Abdulaziz UniversityKabul University KabulAbstract Finding out which teaching strategies best support students learning is a key objective of educational research. Knowing this, this study investigated the comparative effects of consciousness-raising (CR) tasks and dynamic assessment (DA) on morphological awareness in an Afghani EFL context. To achieve this, 90 EFL grade 11 learners from three intact classes were selected through a convenience sampling procedure and were assigned to DA, CR, and control groups, respectively, with the same number of participants in each condition. A nonrandomized pretest–posttest design was carried out. The results of the Oxford quick placement test revealed that the participants had pre-intermediate English proficiency. To assess learners’ morphological awareness, two different tests of morphological awareness were given both prior to the treatment and right after it. The DA group received interactionist DA on the target morphemes, the CR group received CR instruction on the target form, and the control group received nothing. The results of a one-way between-groups ANOVA revealed that both DA and CR groups significantly outperformed the control group on the post-test. A further post hoc analysis using Bonferroni adjustment demonstrated that the difference between DA and CR groups was also statistically significant with a small effect size (eta squared = 0.042), substantiating the superiority of DA over CR tasks on morphological awareness. The theoretical and pedagogical implications of the study are discussed.https://doi.org/10.1186/s40468-023-00231-7Consciousness-raising taskDynamic assessmentMorphological awarenessZone of proximal development |
| spellingShingle | Buvsara Tashmuradova K. D. V. Prasad Khaled Ahmed Abdel-Al Ibrahim Leeda Sarabani The comparative effects of consciousness raising tasks and dynamic assessment on morphological awareness: the case of pre-intermediate EFL learners Language Testing in Asia Consciousness-raising task Dynamic assessment Morphological awareness Zone of proximal development |
| title | The comparative effects of consciousness raising tasks and dynamic assessment on morphological awareness: the case of pre-intermediate EFL learners |
| title_full | The comparative effects of consciousness raising tasks and dynamic assessment on morphological awareness: the case of pre-intermediate EFL learners |
| title_fullStr | The comparative effects of consciousness raising tasks and dynamic assessment on morphological awareness: the case of pre-intermediate EFL learners |
| title_full_unstemmed | The comparative effects of consciousness raising tasks and dynamic assessment on morphological awareness: the case of pre-intermediate EFL learners |
| title_short | The comparative effects of consciousness raising tasks and dynamic assessment on morphological awareness: the case of pre-intermediate EFL learners |
| title_sort | comparative effects of consciousness raising tasks and dynamic assessment on morphological awareness the case of pre intermediate efl learners |
| topic | Consciousness-raising task Dynamic assessment Morphological awareness Zone of proximal development |
| url | https://doi.org/10.1186/s40468-023-00231-7 |
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