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
Zohreh Seifoori; Heidar Ahmadi
Volume 4, Issue 2 , April 2017, , Pages 62-47
Abstract
EFL learners’ difficulty in effectively learning and using phrasal verbs and lexical collocations might be attributed to the purely product-oriented teaching and assessment techniques used in public schools. This study aimed to investigate the impact of oral questions and written quizzes as two ...
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EFL learners’ difficulty in effectively learning and using phrasal verbs and lexical collocations might be attributed to the purely product-oriented teaching and assessment techniques used in public schools. This study aimed to investigate the impact of oral questions and written quizzes as two formative assessment (FA) techniques on Iranian learners’ learning and retention of phrasal verbs and lexical collocations. The research sample comprised 75 male intermediate EFL high school students, in Marand, East Azarbaijan, Iran, who were selected out of 90 grade four students based on their performance on a Nelson Proficiency test. The three intact classes, each with 25 participants, were randomly assigned as experimental group 1 (EG1) for whom we employed oral questions, experimental group 2 (EG2) who received written quizzes, and the control group (CG) with no process-oriented assessment. After the eight-week treatment, the one-way ANOVA analysis of the three sets of scores obtained from the pre-test, the immediate post-test, and the delayed post-test revealed that EG1 and EG2 outperformed the CG supporting the facilitative role of process-oriented assessment. The findings offer pedagogical implications with regard to FA that will be discussed.
