Investigating the Effects of Using Dynamic Assessment Procedures on the EFL Learners’ Vocabulary Knowledge Development

Document Type: Research Paper


1 Associate Professor of Applied Linguistics, Razi University, Iran

2 MA of Applied Linguistics, Razi University, Iran


This study seeks to provide insights into the process of vocabulary learning and promoting vocabulary knowledge by tracking its development in dynamic assessment (DA) procedures through thematic and microgenetic analysis. In order to meet the aim of this study, three male and three female EFL learners were chosen non-randomly based on their availability. All the participants were beginners with regard to their vocabulary knowledge. The participants voluntarily attended 15 DA sessions throughout each session a few new vocabulary items were presented using different techniques of teaching vocabulary. The participants received corrective feedback within their zone of proximal development (ZPD). They were provided with appropriate levels of help by moving gradually and using prompts through the regulatory scale from the most implicit to the most explicit assistance which emerged from the individualized mediation between the mediator and the learners. The results of the study indicated that using DA procedure can enhance the development of vocabulary knowledge among EFL learners.


Article Title [Persian]

بررسی آثار استفاده از روش‌های ارزشیابی پویا در توسعة دانش واژگانی فراگیران انگلیسی به عنوان زبان خارجی

Authors [Persian]

  • سامان عبادی 1
  • وحید یاری 2
1 دانشیار اموزش زبان انگلیسی، دانشگاه رازی کرمانشاه
2 اکارشناسی ارشد اموزش زبان انگلیسی، دانشگاه رازی
Abstract [Persian]

این پژوهش برآن است تا بینشی درباره فرایند یادگیری واژگان و توسعه دانش واژگانی با دنبال کردن ارتقای این دانش از طریق روش­های ارزشیابی پویا توسط تجزیه و تحلیل موضوعی و میکروژنتیک فراهم سازد. به منظور تحقق اهداف این پایان­نامه، سه فراگیر مذکر و سه فراگیر مونث انگلیسی به عنوان یک زبان خارجی به صورت غیر تصادفی و با توجه به دردسترس بودن آن­ها انتخاب شدند. تمام شرکت کنندگان با توجه به سطح دانش واژگانی، مبتدی تلقی می­گردیدند. شرکت کنندگان به صورت داوطلبانه در 15 جلسه آموزشی شرکت کردند. جلسات آموزشی شامل جلسات ارزشیابی پویا و جلسات تعالی بود. در طی هر جلسه ارزشیابی پویا چند آیتم وازگانی جدید با استفاده از تکنیک­های مختلف آموزش واژگان ارائه می گردید. شرکت کنندگان بازخورد اصلاحی متناسب با منطقه مجاور رشد خود دریافت می کردند. با حرکتی تدریجی و استفاده از تکانه­ها از طریق مقیاس تنظیمی، همیاری مناسبی برای شرکت کنندگان فراهم می­شد. این همیاری تلویحی­ترین تا صریح ترین کمک هایی که حاصل از میانجیگری انفرادی میان میانجی و شرکت کنندگان می باشد را دربرمی­گیرد. نتایج حاصل از این پژوهش تاکید می­ورزد که استفاده از روش­های ارزیابی پویا می تواند دانش واژگانی فراگیران انگلیسی به عنوان یک زبان خارجی را ارتقاء دهد.

Keywords [Persian]

  • واژگان
  • ارزشیابی پویا
  • منطقه مجاور رشد
  • دانش واژگانی
  • انگلیسی به عنوان یک زبان خارجی
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