دورية أكاديمية
The Effects of Interactionist versus Interventionist Dynamic Assessment Models on Iranian EFL Learners' Speaking Sub-Skills: A Mixed-Method Study
| العنوان: | The Effects of Interactionist versus Interventionist Dynamic Assessment Models on Iranian EFL Learners' Speaking Sub-Skills: A Mixed-Method Study |
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| اللغة: | English |
| المؤلفون: | Saeid Sarabi Asl, Mojgan Rashtchi, Ghafour Rezaie |
| المصدر: | Asian-Pacific Journal of Second and Foreign Language Education. 2024 9. |
| الإتاحة: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 25 |
| تاريخ النشر: | 2024 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Intervention, Evaluation Methods, Models, English (Second Language), Second Language Learning, Speech Skills, Foreign Countries, Grammar, Accuracy, Vocabulary, Language Fluency, Pronunciation, Undergraduate Students |
| مصطلحات جغرافية: | Iran |
| DOI: | 10.1186/s40862-023-00237-x |
| تدمد: | 2363-5169 |
| مستخلص: | Dynamic assessment has been proven to effectively promote EFL learners' speaking proficiency, but its implementation in teaching speaking skills has been limited. One of the main reasons is that, thus far, very few studies have scrutinized the impacts of its two main models, interactionist and interventionist, on the speaking sub-skills of EFL learners. Instead of examining speaking as a general skill, this research focused on four speaking sub-skills, including grammatical range and accuracy, vocabulary, fluency, and pronunciation, with a concurrent experimental mixed-method design. To this aim, 30 undergraduate students from the Islamic Azad University, North Tehran Branch, were recruited through convenience sampling and participated in both phases. The quantitative data were collected from participants' pre-and post-test scores in the IELTS speaking module, and qualitative data consisted of the transcribed recordings of the intervention sessions. The integration of the quantitative and qualitative results revealed that while both models positively affected EFL learners' speaking proficiency, they differed in the extent and mechanisms of their impacts. The interactionist DA effectively improved grammatical range and accuracy, pronunciation, and vocabulary depth, and the interventionist DA enhanced fluency and vocabulary breadth more efficiently. The findings dissect the differential effects of DA models in one-to-one speaking lessons, offering practical insights for ELT practitioners and stakeholders. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| رقم الأكسشن: | EJ1419900 |
| قاعدة البيانات: | ERIC |
Find this article in full text from Springer Verlag. 
Full Text Finder | تدمد: | 2363-5169 |
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| DOI: | 10.1186/s40862-023-00237-x |