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- 저자 : Azizullah Mirzaei (검색결과 3 건)
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ZPD-Based Dynamic Assessment and Collaborative L2 Vocabulary Learning
Azizullah Mirzaei,Leila Shakibei,Ali Akbar Jafarpour 아시아영어교육학회 2017 The Journal of Asia TEFL Vol.14 No.1
Despite growing interest in the implementation of dynamic assessment in second or foreign language learning research, few studies have attempted to incorporate the notion into real second language classrooms. This study explored the effect of cumulative Group-Dynamic Assessment on depth of vocabulary knowledge in an EFL context. To this end, 50 EFL learners were selected from a junior high school in Iran after administering the Oxford Quick Placement Test. Then, they were randomly assigned to two equal groups, namely, experimental Group-Dynamic Assessment and control Non- Dynamic Assessment. The Group-Dynamic Assessment group was instructed through interactionist cumulative Group-Dynamic Assessment procedures while the control group was taught without providing any cumulative ZPD-sensitive feedback. Before and after the instruction, a vocabulary knowledge scale (Paribakh & Wesche, 1993, 1996) was administered to measure both groups’ depth of second language vocabulary knowledge. The split-plot ANOVA results revealed that the implementation of interactionist cumulative Group-Dynamic Assessment helped the learners outperform the Non-Dynamic Assessment group on both immediate and delayed posttests. Additionally, complementary qualitative analysis showed that cumulative Group-Dynamic Assessment had both diagnostic and developmental potentials to contribute not only to individual participants but also to the whole class to increase their depth of vocabulary knowledge. The findings pointed to the use of ZPD-based collaborative frameworks in teaching second language vocabulary in meaningful contexts and thereby helping learners develop deeper word knowledge.
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A Critical Study of the Impact of High-Stakes Testing Practice on the Teaching-Learning Process
Azizullah Mirzaei,Nahid Roshani 한국영어평가학회 2011 영어평가 Vol.6 No.1
This impact study aimed to explore one facet of the consequential validity of the nationwide high-stakes testing practice for matriculation purposes in Iran (named ‘Konkoor’) in terms of (i) the impact of the test on the mismatch between students’ preferred L2 learning styles and their EFL teachers’ employed teaching styles, and (ii) the impact of both the test and the resultant teaching-learning ‘style war’ (Oxford, et al. 1991) on students’ ‘learning to learn’ ability. The participants were 32 EFL teachers and a random sample of 70 high school students in Tehran. A triangular approach utilizing two L2 teaching-learning style instruments, an impact survey instrument, and semi-structured interviews was adopted to collect the data. The results of the quantitative and interpretive analyses of the data indicated that there was a hazardous teaching-learning style mismatch in the L2 classroom. That is, the students mostly preferred to learn English through participating interactively in hands-on, collaborative activities and using audio-visual materials that directly bear a resemblance to the real-life language use. In contrast, the EFL teachers employed individual-activity-oriented teaching styles, made students study textbooks alone, and made no use of audio-visual aids. Moreover, almost all participants agreed that the nationwide test has adversely impacted every aspect of the teaching-learning process, especially the style mismatch in the L2 classroom, and deteriorates students’ motivation and ability for effective lifelong learning. It is then suggested that L2 practitioners rethink educational assessment in the form of ‘assessment for learning’ as an integral part of the teaching-learning process.
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