Fatemeh Akbari; Seyed Mohammad Reza Amirian; gholam reza zareian
Abstract
Established on the basis of Vygotsky's SCT, this study tends to document the EFL students' development of phrasal verbs through two SCT-oriented approaches including concept-based instruction (CBI) and dynamic assessment (DA). Moreover, the students' performance in the follow-up stage is explored to ...
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Established on the basis of Vygotsky's SCT, this study tends to document the EFL students' development of phrasal verbs through two SCT-oriented approaches including concept-based instruction (CBI) and dynamic assessment (DA). Moreover, the students' performance in the follow-up stage is explored to see whether they experience a conceptual development in a new context. Participants were 45 pre-intermediate and intermediate high school students who were randomly assigned into two experimental groups and one control group. The study followed a mixed-methods procedure employing both experimental design and qualitative case study. To examine the appropriateness of the instruments and tasks, initially a pilot study was run in a one- to- one tutoring session. Subsequently, all groups were asked to go through the pretest followed by 10 sessions of instruction and posttest. Finally, DA and DA-CBI groups participated in a follow-up stage. ANOVA results on posttest showed the significant influence of integrating DA and CBI as a joint function on EFL students' conceptual development over the traditional control group, F (2, 42) = 14.27, p= .000
Mohammad Nabi Karimi; Parastoo Alizadeh Oghyanous
Abstract
Collocations play a crucial role in the efficiency of speaking in a second or foreign language. However, learning non-congruent collocations has always presented itself as a difficulty to foreign language learners. Against this background, the present study aimed to investigate the effect of two types ...
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Collocations play a crucial role in the efficiency of speaking in a second or foreign language. However, learning non-congruent collocations has always presented itself as a difficulty to foreign language learners. Against this background, the present study aimed to investigate the effect of two types of dynamic assessment – cumulative dynamic assessment and concurrent group dynamic assessment – on learning non-congruent English collocations by L1-Persian learners of L2 English. The participants were given the Preliminary English Test (PET) based on the results of which 73 homogeneous learners were selected who were then assigned to two experimental conditions. Prior to the experiments, the participants in both groups were given a non-congruent collocations test designed by the researchers. Afterwards, learners in one of the groups received cumulative group dynamic assessment for the targeted collocations while participants in the second group received concurrent group dynamic assessment. At the end of the treatment, both groups were given a collocations post-test. The results of the statistical analyses indicated that both cumulative and concurrent group dynamic assessment were effective in learning non-congruent collocations. However, there was not any statistically significant difference between the effects of the two types of assessment on learning non-congruent collocations by the EFL learners.
