The Impact of Mobile-Assisted Hybrid Dynamic Assessment on Arabic Language Leaners’ Reading Comprehension Performance
Dynamic assessment is unity of assessment and instruction based on the sociocultural theory in which mediation is gradually provided to promote the cognitive development. This study mainly aimed to explore the quantitative and qualitative impact of mobile-assisted hybrid dynamic assessment (MAHDA)...
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| Format: | Article |
| Language: | English |
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Universitas Pendidikan Mandalika
2024-01-01
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| Series: | Journal of Languages and Language Teaching |
| Subjects: | |
| Online Access: | https://e-journal.undikma.ac.id/index.php/jollt/article/view/9158 |
| _version_ | 1797357939089997824 |
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| author | Mustiah Mustiah Dayat Dayat Nihal Sadek |
| author_facet | Mustiah Mustiah Dayat Dayat Nihal Sadek |
| author_sort | Mustiah Mustiah |
| collection | DOAJ |
| description | Dynamic assessment is unity of assessment and instruction based on the sociocultural theory in which mediation is gradually provided to promote the cognitive development. This study mainly aimed to explore the quantitative and qualitative impact of mobile-assisted hybrid dynamic assessment (MAHDA) on Islamic religious Education (IRE) learners’ Arabic reading comprehension (ARC). This recent study employed a sequential explanatory mixed-methods design and involved twenty participants assigned into experimental and control groups. All groups received pre-and post-tests to compare the intervention. The experimental group was mediated through the MAHDA procedure for two months and the control group received conventional instruction. The interview with the participants was also conducted to assess the learners’ perception of the mediation strategies of MAHDA. The pre- and post-test were analyzed by t-test and the transcribed interviews were thematically analyzed. Quantitatively, the results showed a meaningful distinction between the two groups. It highlighted that MAHDA was significantly effective to enhance the learners’ knowledge of ARC. The qualitative findings also indicated that the participants felt satisfied with the MAHDA in improving the learners’ ARC abilities and social interaction. One of the implications of this research is to promote the use of mobile learning as mediation DA framework to teach various features of Arabic including reading comprehension of Arabic. Further research is required MAHDA with a larger site and samples to generate the effectiveness of MAHDA. |
| first_indexed | 2024-03-08T14:52:42Z |
| format | Article |
| id | doaj.art-b0c5f6b301d04848a6b7147e23282bb4 |
| institution | Directory Open Access Journal |
| issn | 2338-0810 2621-1378 |
| language | English |
| last_indexed | 2024-03-08T14:52:42Z |
| publishDate | 2024-01-01 |
| publisher | Universitas Pendidikan Mandalika |
| record_format | Article |
| series | Journal of Languages and Language Teaching |
| spelling | doaj.art-b0c5f6b301d04848a6b7147e23282bb42024-01-11T02:34:24ZengUniversitas Pendidikan MandalikaJournal of Languages and Language Teaching2338-08102621-13782024-01-0112152453410.33394/jollt.v12i1.91585105The Impact of Mobile-Assisted Hybrid Dynamic Assessment on Arabic Language Leaners’ Reading Comprehension PerformanceMustiah Mustiah0Dayat Dayat1Nihal Sadek2IKIP PGRI PontianakIKIP PGRI PontianakEducational Testing Service (ETS)Dynamic assessment is unity of assessment and instruction based on the sociocultural theory in which mediation is gradually provided to promote the cognitive development. This study mainly aimed to explore the quantitative and qualitative impact of mobile-assisted hybrid dynamic assessment (MAHDA) on Islamic religious Education (IRE) learners’ Arabic reading comprehension (ARC). This recent study employed a sequential explanatory mixed-methods design and involved twenty participants assigned into experimental and control groups. All groups received pre-and post-tests to compare the intervention. The experimental group was mediated through the MAHDA procedure for two months and the control group received conventional instruction. The interview with the participants was also conducted to assess the learners’ perception of the mediation strategies of MAHDA. The pre- and post-test were analyzed by t-test and the transcribed interviews were thematically analyzed. Quantitatively, the results showed a meaningful distinction between the two groups. It highlighted that MAHDA was significantly effective to enhance the learners’ knowledge of ARC. The qualitative findings also indicated that the participants felt satisfied with the MAHDA in improving the learners’ ARC abilities and social interaction. One of the implications of this research is to promote the use of mobile learning as mediation DA framework to teach various features of Arabic including reading comprehension of Arabic. Further research is required MAHDA with a larger site and samples to generate the effectiveness of MAHDA.https://e-journal.undikma.ac.id/index.php/jollt/article/view/9158dynamic assessmentarabic reading comprehensionmobile-assisted language learningcognitive development |
| spellingShingle | Mustiah Mustiah Dayat Dayat Nihal Sadek The Impact of Mobile-Assisted Hybrid Dynamic Assessment on Arabic Language Leaners’ Reading Comprehension Performance Journal of Languages and Language Teaching dynamic assessment arabic reading comprehension mobile-assisted language learning cognitive development |
| title | The Impact of Mobile-Assisted Hybrid Dynamic Assessment on Arabic Language Leaners’ Reading Comprehension Performance |
| title_full | The Impact of Mobile-Assisted Hybrid Dynamic Assessment on Arabic Language Leaners’ Reading Comprehension Performance |
| title_fullStr | The Impact of Mobile-Assisted Hybrid Dynamic Assessment on Arabic Language Leaners’ Reading Comprehension Performance |
| title_full_unstemmed | The Impact of Mobile-Assisted Hybrid Dynamic Assessment on Arabic Language Leaners’ Reading Comprehension Performance |
| title_short | The Impact of Mobile-Assisted Hybrid Dynamic Assessment on Arabic Language Leaners’ Reading Comprehension Performance |
| title_sort | impact of mobile assisted hybrid dynamic assessment on arabic language leaners reading comprehension performance |
| topic | dynamic assessment arabic reading comprehension mobile-assisted language learning cognitive development |
| url | https://e-journal.undikma.ac.id/index.php/jollt/article/view/9158 |
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