The Effect of Dynamic Assessment on Iranian EFL Learners performance in Listening Comprehension

The Effect of Dynamic Assessment on Iranian EFL Learners performance in Listening Comprehension

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Part of #The Effect of Dynamic Assessment on Iranian EFL Learners performance in Listening Comprehension# :

Publishing year : 2015

Conference : Third International Conference on Applied Research in Language Studies

Number of pages : 11

Abstract: In this study, 15 female pre-intermediate EFL learners taking grammar and conversation course in an intact class in the Pardis Language Institute in Marand, Iran were selected as the sample of the study. The participants were asked to listen to five interviews at the intermediate level from American Headway 3, a process that was conducted in five successive sessions. At each session, participants were asked to choose the correct Answers to four comprehension questions The pretest-mediation-posttest design was used in the study. For the mediation, the sandwich model of dynamic evaluation (DA) was applied. The participants were provided with both implicit and explicit help right after the pre- Test. The help included a related vocabulary network, a reasoning -gap activity, and an opinion -gap activity about the content of the interview. Quantitative data obtained from both pretest and posttest were statistically analyzed through a t-test of running paired-samples. The results indicated that the application of DA had a significant effect on improving the performance of EFL learners in listening comprehension and could help them outperform their current skill level