Since its introduction to education, Dynamic Assessment (DA) has gained attention from the resear... more Since its introduction to education, Dynamic Assessment (DA) has gained attention from the researchers in different educational fields. However, the two models of DA (interventionist and interactionist) have rarely been incorporated comparatively into skill, style, and strategy developments in an EFL setting. This study synthesized the development of the speaking skill, level of language awareness (LA), and metacognitive strategy use (MSU) in the light of comparative incorporation of DA models to fill this gap. Sixty undergraduate Iranian EFL students majoring in English Translation Studies attended this mixed methods research. Quantitative analysis of the data showed that although the participants in both groups were able to gain significantly higher speaking scores as compared to their counterparts in the control group inter-experimental groups’ differences were not significant. Regarding LA and MSU, neither the interventionist nor the interactionist model led to significant level...
Dynamic Assessment (DA) has become a growing trend in education in general and language education... more Dynamic Assessment (DA) has become a growing trend in education in general and language education in particular. The present mixed-methods study aimed at implementing two different models of DA known as the interventionist and the interactionist models regarding developing EFL learners’ level of language awareness (LA) and metacognitive strategy use (MSU) in the process of writing instruction. The participants of the study included 60 Iranian undergraduate students majoring in English Translation Studies. Quantitative analysis of the data revealed that the participants in the experimental groups were able to gain higher levels of LA than their control group counterparts; however, both interventionist and interactionist models of DA entailed relatively similar effects. In the case of MSU, the results showed that neither the interventionist nor the interactionist models of DA of writing resulted in higher levels of MSU. Nevertheless, during the qualitative phase (i.e., interviews anal...
The present study has made an attempt to investigate the impact of critical thinking tasks on par... more The present study has made an attempt to investigate the impact of critical thinking tasks on paragraph writing ability of Iranian EFL learners. The participants of the study were selected based on their performance in an OPT test, a Cornell Critical Thinking Test form X and a pre-test of writing. In the next step 60 EFl learners whose score fell between 1SD±Mean were chosen to conduct the study. The participants were divided in two classes of 30.Both classes were taught academic paragraph writing, however, unlike the control group, the participants in the experimental one received special treatment with critical thinking tasks. By the end of the term, a post-test of writing was conducted and the results were analyzed through an ANCOVA test. The results showed significant difference between the control and experimental group. The findings of the study indicated that using critical thinking tasks can improve the paragraph writing ability of EFL learners.
Journal of Modern Research in English Language Studies, 2018
Dynamic Assessment (DA) has become a growing trend in education in general, and language educatio... more Dynamic Assessment (DA) has become a growing trend in education in general, and language education in particular. The present mixed-methods study aimed at implementing two different models of DA known as the interventionist and the interactionist models regarding developing EFL learners" level of language awareness (LA) and metacognitive strategy use (MSU) in the process of writing instruction. The participants of the study included 60 Iranian undergraduate students majoring in English Translation Studies. Quantitative analysis of the data revealed that the participants in the experimental groups were able to gain higher levels of LA than their control group counterparts; however, both interventionist and interactionist models of DA entailed relatively similar effects. In the case of MSU, the results showed that neither the interventionist nor the interactionist models of DA of writing resulted in higher levels of MSU. Nevertheless, during the qualitative phase (i.e., interviews analysis) most of the participants in the experimental groups reported some changes in their LA and MSU as a result of DA. The results of the study can shed light on some aspects of integrating DA in English as a foreign language (EFL) education in terms of not only skill development but also cognitive and personality changes. The findings can bear lucrative insights for various practitioners ranged from classroom teachers and EFL researchers to those who are involved in strategic education.
Incorporation of Dynamic Assessment Models into Developing Language Awareness and Metacognitive Strategy Use in Writing Classes, 2018
Dynamic Assessment (DA) has become a growing trend in education in general, and language educatio... more Dynamic Assessment (DA) has become a growing trend in education in general, and language education in particular. The present mixed-methods study aimed at implementing two different models of DA known as the interventionist and the interactionist models regarding developing EFL learners" level of language awareness (LA) and metacognitive strategy use (MSU) in the process of writing instruction. The participants of the study included 60 Iranian undergraduate students majoring in English Translation Studies. Quantitative analysis of the data revealed that the participants in the experimental groups were able to gain higher levels of LA than their control group counterparts; however, both interventionist and interactionist models of DA entailed relatively similar effects. In the case of MSU, the results showed that neither the interventionist nor the interactionist models of DA of writing resulted in higher levels of MSU. Nevertheless, during the qualitative phase (i.e., interviews analysis) most of the participants in the experimental groups reported some changes in their LA and MSU as a result of DA. The results of the study can shed light on some aspects of integrating DA in English as a foreign language (EFL) education in terms of not only skill development but also cognitive and personality changes. The findings can bear lucrative insights for various practitioners ranged from classroom teachers and EFL researchers to those who are involved in strategic education.
Journal of Modern Research in English Language Studies , 2018
Abstract
Dynamic Assessment (DA) has become a growing trend in education in general and language ... more Abstract Dynamic Assessment (DA) has become a growing trend in education in general and language education in particular. The present mixed-methods study aimed at implementing two different models of DA known as the interventionist and the interactionist models regarding developing EFL learners’ level of language awareness (LA) and metacognitive strategy use (MSU) in the process of writing instruction. The participants of the study included 60 Iranian undergraduate students majoring in English Translation Studies. Quantitative analysis of the data revealed that the participants in the experimental groups were able to gain higher levels of LA than their control group counterparts; however, both interventionist and interactionist models of DA entailed relatively similar effects. In the case of MSU, the results showed that neither the interventionist nor the interactionist models of DA of writing resulted in higher levels of MSU. Nevertheless, during the qualitative phase (i.e., interviews analysis) most of the participants in the experimental groups reported some changes in their LA and MSU as a result of DA. The results of the study can shed light on some aspects of integrating DA in English as a foreign language (EFL) education in terms of not only skill development but also cognitive and personality changes.The findings can bear lucrative insights for various practitioners ranged from classroom teachers and EFL researchers to those who are involved in strategic education
Since its introduction to education, Dynamic Assessment (DA) has gained attention from the resear... more Since its introduction to education, Dynamic Assessment (DA) has gained attention from the researchers in different educational fields. However, the two models of DA (interventionist and interactionist) have rarely been incorporated comparatively into skill, style, and strategy developments in an EFL setting. This study synthesized the development of the speaking skill, level of language awareness (LA), and metacognitive strategy use (MSU) in the light of comparative incorporation of DA models to fill this gap. Sixty undergraduate Iranian EFL students majoring in English Translation Studies attended this mixed methods research. Quantitative analysis of the data showed that although the participants in both groups were able to gain significantly higher speaking scores as compared to their counterparts in the control group inter-experimental groups’ differences were not significant. Regarding LA and MSU, neither the interventionist nor the interactionist model led to significant level...
Dynamic Assessment (DA) has become a growing trend in education in general and language education... more Dynamic Assessment (DA) has become a growing trend in education in general and language education in particular. The present mixed-methods study aimed at implementing two different models of DA known as the interventionist and the interactionist models regarding developing EFL learners’ level of language awareness (LA) and metacognitive strategy use (MSU) in the process of writing instruction. The participants of the study included 60 Iranian undergraduate students majoring in English Translation Studies. Quantitative analysis of the data revealed that the participants in the experimental groups were able to gain higher levels of LA than their control group counterparts; however, both interventionist and interactionist models of DA entailed relatively similar effects. In the case of MSU, the results showed that neither the interventionist nor the interactionist models of DA of writing resulted in higher levels of MSU. Nevertheless, during the qualitative phase (i.e., interviews anal...
The present study has made an attempt to investigate the impact of critical thinking tasks on par... more The present study has made an attempt to investigate the impact of critical thinking tasks on paragraph writing ability of Iranian EFL learners. The participants of the study were selected based on their performance in an OPT test, a Cornell Critical Thinking Test form X and a pre-test of writing. In the next step 60 EFl learners whose score fell between 1SD±Mean were chosen to conduct the study. The participants were divided in two classes of 30.Both classes were taught academic paragraph writing, however, unlike the control group, the participants in the experimental one received special treatment with critical thinking tasks. By the end of the term, a post-test of writing was conducted and the results were analyzed through an ANCOVA test. The results showed significant difference between the control and experimental group. The findings of the study indicated that using critical thinking tasks can improve the paragraph writing ability of EFL learners.
Journal of Modern Research in English Language Studies, 2018
Dynamic Assessment (DA) has become a growing trend in education in general, and language educatio... more Dynamic Assessment (DA) has become a growing trend in education in general, and language education in particular. The present mixed-methods study aimed at implementing two different models of DA known as the interventionist and the interactionist models regarding developing EFL learners" level of language awareness (LA) and metacognitive strategy use (MSU) in the process of writing instruction. The participants of the study included 60 Iranian undergraduate students majoring in English Translation Studies. Quantitative analysis of the data revealed that the participants in the experimental groups were able to gain higher levels of LA than their control group counterparts; however, both interventionist and interactionist models of DA entailed relatively similar effects. In the case of MSU, the results showed that neither the interventionist nor the interactionist models of DA of writing resulted in higher levels of MSU. Nevertheless, during the qualitative phase (i.e., interviews analysis) most of the participants in the experimental groups reported some changes in their LA and MSU as a result of DA. The results of the study can shed light on some aspects of integrating DA in English as a foreign language (EFL) education in terms of not only skill development but also cognitive and personality changes. The findings can bear lucrative insights for various practitioners ranged from classroom teachers and EFL researchers to those who are involved in strategic education.
Incorporation of Dynamic Assessment Models into Developing Language Awareness and Metacognitive Strategy Use in Writing Classes, 2018
Dynamic Assessment (DA) has become a growing trend in education in general, and language educatio... more Dynamic Assessment (DA) has become a growing trend in education in general, and language education in particular. The present mixed-methods study aimed at implementing two different models of DA known as the interventionist and the interactionist models regarding developing EFL learners" level of language awareness (LA) and metacognitive strategy use (MSU) in the process of writing instruction. The participants of the study included 60 Iranian undergraduate students majoring in English Translation Studies. Quantitative analysis of the data revealed that the participants in the experimental groups were able to gain higher levels of LA than their control group counterparts; however, both interventionist and interactionist models of DA entailed relatively similar effects. In the case of MSU, the results showed that neither the interventionist nor the interactionist models of DA of writing resulted in higher levels of MSU. Nevertheless, during the qualitative phase (i.e., interviews analysis) most of the participants in the experimental groups reported some changes in their LA and MSU as a result of DA. The results of the study can shed light on some aspects of integrating DA in English as a foreign language (EFL) education in terms of not only skill development but also cognitive and personality changes. The findings can bear lucrative insights for various practitioners ranged from classroom teachers and EFL researchers to those who are involved in strategic education.
Journal of Modern Research in English Language Studies , 2018
Abstract
Dynamic Assessment (DA) has become a growing trend in education in general and language ... more Abstract Dynamic Assessment (DA) has become a growing trend in education in general and language education in particular. The present mixed-methods study aimed at implementing two different models of DA known as the interventionist and the interactionist models regarding developing EFL learners’ level of language awareness (LA) and metacognitive strategy use (MSU) in the process of writing instruction. The participants of the study included 60 Iranian undergraduate students majoring in English Translation Studies. Quantitative analysis of the data revealed that the participants in the experimental groups were able to gain higher levels of LA than their control group counterparts; however, both interventionist and interactionist models of DA entailed relatively similar effects. In the case of MSU, the results showed that neither the interventionist nor the interactionist models of DA of writing resulted in higher levels of MSU. Nevertheless, during the qualitative phase (i.e., interviews analysis) most of the participants in the experimental groups reported some changes in their LA and MSU as a result of DA. The results of the study can shed light on some aspects of integrating DA in English as a foreign language (EFL) education in terms of not only skill development but also cognitive and personality changes.The findings can bear lucrative insights for various practitioners ranged from classroom teachers and EFL researchers to those who are involved in strategic education
Uploads
Papers by samaneh khodabakhsh
Dynamic Assessment (DA) has become a growing trend in education in general and language education in particular. The present mixed-methods study aimed at implementing two different models of DA known as the interventionist and the interactionist models regarding developing EFL learners’ level of language awareness (LA) and metacognitive strategy use (MSU) in the process of writing instruction. The participants of the study included 60 Iranian undergraduate students majoring in English Translation Studies. Quantitative analysis of the data revealed that the participants in the experimental groups were able to gain higher levels of LA than their control group counterparts; however, both interventionist and interactionist models of DA entailed relatively similar effects. In the case of MSU, the results showed that neither the interventionist nor the interactionist models of DA of writing resulted in higher levels of MSU. Nevertheless, during the qualitative phase (i.e., interviews analysis) most of the participants in the experimental groups reported some changes in their LA and MSU as a result of DA. The results of the study can shed light on some aspects of integrating DA in English as a foreign language (EFL) education in terms of not only skill development but also cognitive and personality changes.The findings can bear lucrative insights for various practitioners ranged from classroom teachers and EFL researchers to those who are involved in strategic education
Dynamic Assessment (DA) has become a growing trend in education in general and language education in particular. The present mixed-methods study aimed at implementing two different models of DA known as the interventionist and the interactionist models regarding developing EFL learners’ level of language awareness (LA) and metacognitive strategy use (MSU) in the process of writing instruction. The participants of the study included 60 Iranian undergraduate students majoring in English Translation Studies. Quantitative analysis of the data revealed that the participants in the experimental groups were able to gain higher levels of LA than their control group counterparts; however, both interventionist and interactionist models of DA entailed relatively similar effects. In the case of MSU, the results showed that neither the interventionist nor the interactionist models of DA of writing resulted in higher levels of MSU. Nevertheless, during the qualitative phase (i.e., interviews analysis) most of the participants in the experimental groups reported some changes in their LA and MSU as a result of DA. The results of the study can shed light on some aspects of integrating DA in English as a foreign language (EFL) education in terms of not only skill development but also cognitive and personality changes.The findings can bear lucrative insights for various practitioners ranged from classroom teachers and EFL researchers to those who are involved in strategic education