Effects of Concurrent Group Dynamic Assessment on Iranian EFL Learners’ Pragmatic Competence: A Case of Requests and Refusals
TL;DR: In this paper, the effects of concurrent group dynamic assessment (G-DA) on Iranian EFL learners' learning of requests and refusals, following a mixed method design, were explored.
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Abstract: Pragmatic competence is one of the most important components of successful communication; also, it is the most difficult aspect of SLA. This study aimed to explore the effects of concurrent group dynamic assessment (G-DA) on Iranian EFL learners’ learning of requests and refusals, following a mixed method design. In the experimental part of the study, 2 intact classes were homogenized by a pretest, with 24 written discourse completion tasks (WDCTs), carried out by the participants as the treatment. Concurrent G-DA group received calibrated feedback, whereas the nondynamic assessment (N-DA) group was explicitly provided with pertinent assistance without considering their zone of proximal development (ZPD). Additionally, for the sake of a qualitative study, all the dialogues between the teacher and pairs of students under investigation were audiorecorded while they were receiving the treatment. Finally, a WDCT posttest was administered to both groups. Results of the analysis of the data, using t test, showed that the G-DA group performed significantly better than the N-DA group. Also, the qualitative microgenetic analysis of the dialogues between the learners and their teacher indicated the effectiveness of concurrent G-DA in learning requests and refusals, thus corroborating the efficiency of dynamic assessment (DA) in pragmatic instruction. Implications and applications are discussed in this study.
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Citations
The comparative effect of group dynamic assessment (GDA) and computerized dynamic assessment (C-DA) on Iranian upper-intermediate EFL learners’ speaking complexity, accuracy, and fluency (CAF)
Behnoosh Heshmat Ghahderijani,Ehsan Namaziandost,Mona Tavakoli,Tribhuwan Kumar,Rustem R. Magizov +4 more
TL;DR: In this paper, the impact of two dynamic assessment (DA) models on speaking CAF has been evaluated using a convenience sample of 90 upper-intermediate male EFL learners that were randomly assigned into GDA, a C-DA, and a non-DA control group.
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The Effect of Interactionist vs. Interventionist Models of Dynamic Assessment on L2 Learners’ Pragmatic Comprehension Accuracy and Speed
Ali Malmir
- 01 Jun 2020
TL;DR: In this article, the authors investigated the effects of interactionist and interventionist models of dynamic assessment on the accuracy and speed of pragmatic comprehension among a convenience sample of 60 advanced EFL learners who were randomly assigned into two DA groups and a control group.
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The comparative effect of computerized dynamic assessment and rater mediated assessment on EFL learners’ oral proficiency, writing performance, and test anxiety
Nasiba Sherkuziyeva,Farida Imamutdinovna Gabidullina,Khaled Ahmed Abdel-Al Ibrahim,Sania Bayat +3 more
TL;DR: In this paper , the authors examined the impacts of computerized dynamic assessment (C-DA) and rater-mediated assessment on the test anxiety, writing performance, and oral proficiency of Iranian EFL learners.
References
•Dissertation
A Cross-Sectional Study of Iranian EFL Learners' Realization of Request Speech Acts
Solmaz Taghizade Mahani
- 01 Jan 2012
TL;DR: This is the thesis of Dr. Gulsen Musayeva Vefali, a master of Arts in English Language Teaching from Eastern Mediterranean University, Faculty of Education, Dept. of English Language teaching, which aims to improve the quality of teachers' English language teaching in Syria.
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Development of Interlanguage Pragmatic Competence: Input- and Output-based Instruction in the Zone of Proximal Development
Majid Nemati,Ali Arabmofrad +1 more
TL;DR: The results lend support to Schmidt's (1993) noticing hypothesis and Swain’s (1985) output hypothesis and provides evidence for the success of Sharwood Smith's (1991, 1993) input enhancement techniques, however, the results cast doubt on the superiority of output based instruction over input based even in output focused activities.
The Role of Refusal Instruction in Pragmatic Development
TL;DR: The findings appear to prove the efficiency of explicit instruction over implicit one in boosting Iranian EFL learners’ pragmatic performance.
An Investigation into EFL Learners’ Perception towards L2 Pragmatic Instruction
TL;DR: This paper investigated EFL students' perception toward the pragmatic instruction provided as a part of regular English curricula, and found that learners expressed that pragmatic instruction facilitated their communication skills, enhanced their pragmatic awareness on intercultural differences, as well as instilled confidence in English interactions.
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