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The Impact of Group Dynamic Assessment (GDA) vs. Computerised Dynamic Assessment (C-DA) on Iranian EFL Learners’ Pragmatic Comprehension | ||
| Journal of Applied Linguistics and Applied Literature: Dynamics and Advances | ||
| مقاله 5، دوره 9، شماره 1، تیر 2021، صفحه 65-92 اصل مقاله (1.68 M) | ||
| نوع مقاله: Research Article | ||
| شناسه دیجیتال (DOI): 10.22049/jalda.2021.26985.1222 | ||
| نویسندگان | ||
| Ali Malmir* 1؛ Parisa Mazloom2 | ||
| 1Assistant Professor of Applied Linguistics, Department of English Language, Faculty of Humanities, Imam Khomeini International University (IKIU), Qazvin, Iran | ||
| 2MA Student of English Language Teaching, Imam Khomeini International University (IKIU), Qazvin, Iran | ||
| چکیده | ||
| Most foreign language (L2) learners suffer from dire deficiencies in their pragmatic comprehension partly due to the less explicit instruction they receive and the complexities and multi-layeredness inherent in L2 pragmatic comprehension. Accordingly, this study sought to scrutinize the effect of two dynamic assessment (DA) models on L2 pragmatic comprehension accuracy and speed. A convenience sample of 52 upper-intermediate female EFL learners that were randomly assigned into a dynamic assessment experimental group (GDA), a computerised dynamic assessment (C-DA), and a Non-DA control group took part in the study. A 26-item researcher-made pragmatic listening comprehension test including requests, apologies, greetings, and refusals was used as pre- and posttests, and the treatments using the aforementioned DA and non-DA conventional models were completed in 14 sessions. Data analysis using ANCOVA showed that C-DA and G-DA could significantly increase pragmatic comprehension accuracy than the conventional non-DA instruction with C-DA being significantly better than G-DA. However, only C-DA could significantly decrease learners’ pragmatic comprehension speed than G-DA and Non-DA instruction. The findings of this study suggest that implementing C-DA by teachers can promote pragmatic comprehension accuracy and speed among L2 learners. | ||
| کلیدواژهها | ||
| Dynamic Assessment؛ Pragmatic Accuracy؛ Pragmatic Comprehension؛ Pragmatic Speed؛ Speech Act | ||
| مراجع | ||
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