Improving the quality of EFL learner's writing by dynamic assessment
(Sprache: Englisch)
This book aims at probing the effect of two types of dynamic assessment which was based on Mediated Learning, on writing quality of upper-intermediate EFL learners. To achieve the goal of this study, 38 pre-intermediate female EFL learners were homogenized...
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This book aims at probing the effect of two types of dynamic assessment which was based on Mediated Learning, on writing quality of upper-intermediate EFL learners. To achieve the goal of this study, 38 pre-intermediate female EFL learners were homogenized according to their scores on OPT (Oxford Placement Test). Then they were randomly assigned into a Control Group (n= 12) and an Individual DA Group Group (n=12) as well as Group DA Group (n= 14). The groups were pre-tested prior to the course of 10 sessions. DA Groups undergone a mediation through mediated learning experience and Control Group was taught according to process writing principles. Finally, the three groups participated in a post-test and a One-Way ANOVA was used for analyzing the scores obtained from the pre-tests and post-tests. The findings of this study suggest that although both process-oriented approach and dynamic assessment through Mediated Learning promote the writing quality of the EFL learners, Mediated Learning seems to be significantly more effective than process-oriented writing. The findings of this research confirm the constructive role of feedback provided within learners' zone of proximal development
Autoren-Porträt von Narjes Sherafati
Sherafati, NarjesGraduate Master Student in TEFL (Teaching English as a Foreign Language)
Bibliographische Angaben
- Autor: Narjes Sherafati
- 2018, 104 Seiten, Maße: 22 cm, Kartoniert (TB), Englisch
- Herausgegeben von Khonamri, Fatemeh
- Verlag: LAP Lambert Academic Publishing
- ISBN-10: 365989365X
- ISBN-13: 9783659893650
Sprache:
Englisch
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