نتایج جستجو برای: group dynamic assessment (G-DA)
تعداد نتایج: 2555146 فیلتر نتایج به سال:
abstract the purpose of this study was to find out the effect of applying the principles of group-dynamic assessment (g-da) on learning of conditional structures in english by iranian efl learners at the intermediate level, which according to the formal educational system in iran, includes students who are in their second year of studying in high schools of koohdasht city. this study was a qua...
dynamic assessment according to vygotskys sociocultural theory, states that instruction and assessment are interrelated. using static forms of assessment with second and foreign language students could do more harm than good. many teachers neglect to take account of the complexity involved in learning a second or foreign language and often wonder why learning of a language take so long. thi...
group dynamic assessment (g-da) grounded in vygotsky’s socio-cultural theory (sct) is believed to have the potential to provide a context for capturing a group of learners’ zone of proximal development (zpd) (poehner & lantolf, 2010; shabani, 2010). the present study aims at testing the applicability of g-da in identifying the mediational strategies offered by a mediator during his g-da int...
Pragmatic competence is one of the most important components of successful communication; also, it is the most difficult aspect of SLA. This study aimed to explore the effects of concurrent group dynamic assessment (G-DA) on Iranian EFL learners’ learning of requests and refusals, following a mixed method design. In the experimental part of the study, 2 intact classes were homogenized by a pret...
the present study sought to investigate the role of dynamic assessment (da) in improvement of iranian efl writing performance at different language proficiency levels. to this end, after conducting the quick placement test, 60 iranian efl learners were assigned to two groups with different language proficiency levels. in both groups each participant wrote two compositions, one before and one af...
Group dynamic assessment (G-DA) grounded in Vygotsky’s socio-cultural theory (SCT) is believed to have the potential to provide a context for capturing a group of learners’ Zone of Proximal Development (ZPD) (Poehner & Lantolf, 2010; Shabani, 2010). The present study aims at testing the applicability of G-DA in identifying the mediational strategies offered by a mediator during his G-DA interac...
This study is conducted under the domain of Vygotskian Socio-cultural Theory (SCT) of mind and the notion of dynamic assessment to elevate the linguistic accuracy of EFL learners’ writing skill. 40 homogenous intermediate EFL learners from four intact classes were divided into two dynamic assessment (DA) and non-dynamic assessment (NDA) groups. As a pre-test, the participants were given writing...
teachers’ verbal behavior is a key contributor to provision of appropriate indirect intervention in language learning contexts; however, it is surprising that professionals in elt, to date, have not proposed a structured oral/verbal framework to deliver intervention and assistance in language learning contexts. to help redress this gap, heron’s six-category intervention analysis was adapted to ...
dynamic assessment (da) which is rooted in vygotsky’s (1978) sociocultural theory involves the integration of instruction and assessment in a dialectical way to achieve two main purposes: enhancing learners' development and understanding about their learning potential. however, the feasibility and appropriateness of mediation are two main concerns of da. the former is concerned with the applica...
Researchers have historically noted the importance of Dynamic Assessment and its effect on students’ language learning. DA offers teachers and learners vast opportunities for language teaching and learning. The present article can be considered as part of the recent trend in the field of language teaching. It attempts to describe Dynamic Assessment and review the literature on the effect of DA ...
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