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فهرست نشریات دارای اعتبار وزارت علوم، تحقیقات و فناوری
پایگاه استنادی علوم جهان اسلام (ISC)

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Yousofi, Nouroddin, Velayati, Sajad, Ebadi, Saman. (1402). Implementing group dynamic assessment to enhance Iranian high school students’ grammar ability. سامانه مدیریت نشریات علمی, (), -. doi: 10.22034/elt.2024.59652.2592
Nouroddin Yousofi; Sajad Velayati; Saman Ebadi. "Implementing group dynamic assessment to enhance Iranian high school students’ grammar ability". سامانه مدیریت نشریات علمی, , , 1402, -. doi: 10.22034/elt.2024.59652.2592
Yousofi, Nouroddin, Velayati, Sajad, Ebadi, Saman. (1402). 'Implementing group dynamic assessment to enhance Iranian high school students’ grammar ability', سامانه مدیریت نشریات علمی, (), pp. -. doi: 10.22034/elt.2024.59652.2592
Yousofi, Nouroddin, Velayati, Sajad, Ebadi, Saman. Implementing group dynamic assessment to enhance Iranian high school students’ grammar ability. سامانه مدیریت نشریات علمی, 1402; (): -. doi: 10.22034/elt.2024.59652.2592

Implementing group dynamic assessment to enhance Iranian high school students’ grammar ability

Journal of English Language Teaching and Learning
مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 22 بهمن 1402
نوع مقاله: Research Paper
شناسه دیجیتال (DOI): 10.22034/elt.2024.59652.2592
نویسندگان
Nouroddin Yousofi* 1؛ Sajad Velayati2؛ Saman Ebadi3
1English Department, ,Razi University , Kermanshah
2Department of English Language and Linguistics, Razi University
3Teaching English Language and Linguistics, Razi University
چکیده
Drawing on Vygotsky’s sociocultural theory of mind (SCT) and following a sequential exploratory mixed method design, this study probed into the impact of Group Dynamic Assessment (GDA) on the short and long-term Iranian high school students’ grammar ability. Also, a focus group interview was conducted to explore learners’ attitudes toward concurrent GDA. It used a convenient sample of 42 Iranian third-grade students in a private high school who prepared to participate in the University Entrance Exam . The students of the two groups followed the same procedure . Quantitative findings using three independent sample t-tests revealed that the GDA group significantly outperformed the Non-GDA group regarding grammar ability and could apply them in more demanding circumstances. Besides, the thematic analysis of qualitative data showed that the concurrent GDA assisted learners to improve their grammar ability. The study's findings highlight the importance of applying GDA as a mediational procedure that assists learners in developing their grammar ability in L2 contexts. The findings of the study may assist L2 teachers to apply GDA procedure in their classrooms to save time for teaching and assessing grammatical structures.
کلیدواژه‌ها
Grammar ability؛ Group dynamic assessment؛ High school students؛ Sociocultural theory
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تعداد مشاهده مقاله: 156


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