Dynamic assessment in developing EFL learners’ depth of vocabulary knowledge through critical reading
The emergence of dynamic assessment (DA) in applied linguistics has opened new horizons in second language acquisition (SLA) and language assessment. This quasi-experimental study determined the effect of DA in fostering Iranian EFL learners’ depth of vocabulary knowledge through critical reading. A...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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Penerbit Universiti Kebangsaan Malaysia
2019
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| Online Access: | http://journalarticle.ukm.my/19309/1/27967-114512-1-PB.pdf |
| _version_ | 1796933041836261376 |
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| author | Sana’ati, Mohammad Kazemian Khonamri, Fatemeh Azizi, Mahmoud Molana, Khazar |
| author_facet | Sana’ati, Mohammad Kazemian Khonamri, Fatemeh Azizi, Mahmoud Molana, Khazar |
| author_sort | Sana’ati, Mohammad Kazemian |
| collection | UKM |
| description | The emergence of dynamic assessment (DA) in applied linguistics has opened new horizons in second language acquisition (SLA) and language assessment. This quasi-experimental study determined the effect of DA in fostering Iranian EFL learners’ depth of vocabulary knowledge through critical reading. A total of 61 upper-intermediate EFL learners were selected as participants and were randomly divided into treatment group (DA, n = 31) and control group (non-DA, n = 30). A vocabulary Scholastic Aptitude Test (SAT) was administered non-dynamically to both groups as pre-test. Mediation programs which included Enrichment Program and assessment sessions were held within six weeks. Graduate Prompt Approach was used as a mediation procedure in the DA group. After receiving six mediation sessions, the same test was administered dynamically as a post-test to the DA group and non-dynamically to the non-DA group. One month onward, far transfer assessment test was done via DA procedures to the DA group. The results of independent t-test, one-way ANOVA, and Pearson Correlations indicated that there was a significant difference in scores between the DA and non-DA groups. Findings indicated that the mediation program and DA procedures enriched the students’ depth of vocabulary knowledge. This study suggests that DA procedures can help lackadaisical learners to promote their language competency. |
| first_indexed | 2024-03-06T04:41:06Z |
| format | Article |
| id | ukm.eprints-19309 |
| institution | Universiti Kebangsaan Malaysia |
| language | English |
| last_indexed | 2024-03-06T04:41:06Z |
| publishDate | 2019 |
| publisher | Penerbit Universiti Kebangsaan Malaysia |
| record_format | dspace |
| spelling | ukm.eprints-193092022-08-11T08:54:47Z http://journalarticle.ukm.my/19309/ Dynamic assessment in developing EFL learners’ depth of vocabulary knowledge through critical reading Sana’ati, Mohammad Kazemian Khonamri, Fatemeh Azizi, Mahmoud Molana, Khazar The emergence of dynamic assessment (DA) in applied linguistics has opened new horizons in second language acquisition (SLA) and language assessment. This quasi-experimental study determined the effect of DA in fostering Iranian EFL learners’ depth of vocabulary knowledge through critical reading. A total of 61 upper-intermediate EFL learners were selected as participants and were randomly divided into treatment group (DA, n = 31) and control group (non-DA, n = 30). A vocabulary Scholastic Aptitude Test (SAT) was administered non-dynamically to both groups as pre-test. Mediation programs which included Enrichment Program and assessment sessions were held within six weeks. Graduate Prompt Approach was used as a mediation procedure in the DA group. After receiving six mediation sessions, the same test was administered dynamically as a post-test to the DA group and non-dynamically to the non-DA group. One month onward, far transfer assessment test was done via DA procedures to the DA group. The results of independent t-test, one-way ANOVA, and Pearson Correlations indicated that there was a significant difference in scores between the DA and non-DA groups. Findings indicated that the mediation program and DA procedures enriched the students’ depth of vocabulary knowledge. This study suggests that DA procedures can help lackadaisical learners to promote their language competency. Penerbit Universiti Kebangsaan Malaysia 2019 Article PeerReviewed application/pdf en http://journalarticle.ukm.my/19309/1/27967-114512-1-PB.pdf Sana’ati, Mohammad Kazemian and Khonamri, Fatemeh and Azizi, Mahmoud and Molana, Khazar (2019) Dynamic assessment in developing EFL learners’ depth of vocabulary knowledge through critical reading. Jurnal Pendidikan Malaysia, 44 (2). pp. 20-29. ISSN 0126-6020 / 2180-0782 https://ejournal.ukm.my/jpend/issue/view/1203 |
| spellingShingle | Sana’ati, Mohammad Kazemian Khonamri, Fatemeh Azizi, Mahmoud Molana, Khazar Dynamic assessment in developing EFL learners’ depth of vocabulary knowledge through critical reading |
| title | Dynamic assessment in developing EFL learners’ depth of vocabulary knowledge through critical reading |
| title_full | Dynamic assessment in developing EFL learners’ depth of vocabulary knowledge through critical reading |
| title_fullStr | Dynamic assessment in developing EFL learners’ depth of vocabulary knowledge through critical reading |
| title_full_unstemmed | Dynamic assessment in developing EFL learners’ depth of vocabulary knowledge through critical reading |
| title_short | Dynamic assessment in developing EFL learners’ depth of vocabulary knowledge through critical reading |
| title_sort | dynamic assessment in developing efl learners depth of vocabulary knowledge through critical reading |
| url | http://journalarticle.ukm.my/19309/1/27967-114512-1-PB.pdf |
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