فصلنامه علمی

نوع مقاله: مقاله پژوهشی

نویسندگان

1 گروه آموزش زبان و ادبیات انگلیسی، دانشگاه پیام نور تهران، تهران، ایران

2 آموزش زبان انگلیسی، مر کز تحصیلات تکمیلی، دانشگاه پیام نور تهران، تهران، ایران

10.22061/tej.2015.435

چکیده

ارزشیابی خواندن و درک مطلب انگلیسی به شیوة سنتی به دلیل عدم ارائه بازخورد آموزشی کافی به فراگیر و نادیده گرفتن اصل ارتقای یادگیری و تربیت فراگیر مورد انتقاد قرار گرفته است. هدف این پژوهش، بررسی نقش میانجی‌گری در ارزشیابی پویا در بهبود راهبرد‌های خواندن و درک مطلب است. بدین منظور، چهار کلاس آموزش زبان انگلیسی (1) متشکل از 116 دانش‌آموز پسر در دو دبیرستان شهرستان همدان به روش نمونه‌گیری در دسترس انتخاب شدند، و کلاس‌ها به طور تصادفی به گروه آزمایش و کنترل تقسیم شدند. به منظور مقایسة اثربخشی دو شیوة مداخلة مختلف، از تحلیل کوواریانس استفاده شد. در طول دورة مداخله، به گروه کنترل آزمون‌های خواندن غیر‌پویا داده شد، در حالی که گروه آزمایش در خلال آزمون‌های ارزشیابی پویا، با هدف به کارگیری راهبرد‌های درک مطلب، میانجی‌گری دریافت کردند. همچنین به تمامی شرکت­کنندگان پرسش­نامه راهبرد‌های خواندن و درک مطلب داده شد. نتایج نشان داد که آموزش راهبرد‌های خواندن و درک مطلب از طریق حاشیه­نویسی در برگه‌های آزمون و میانجی‌گری‌های شفاهی در ارزشیابی پویا اثرات آنی و تأخیری مثبتی بر افزایش آگاهی و به‌کار‌گیری چنین راهبرد‌هایی به ویژه برای دانش‌آموزانی داشت که پیشرفت تحصیلی پایین‌تری داشتند.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

Promotion of High School EFL Learners’ Reading Comprehension Strategies through Dynamic Assessment

نویسندگان [English]

  • M. Jafarigohar 1
  • M. Karami 2

1 , Department of TEFL and English Literature, Payame Noor University, Tehran. Tehran. Iran

2 Department of of TEFL, Payame Noor University Tehran.Tehran. Iran

چکیده [English]

Traditional EFL reading assessment has been criticized for providing learners with almost no instructional feedback thus extensively ignoring learning enhancement and learner training. In an attempt to address this gap, the present study was designed to determine whether mediations in a dynamic assessment program have significant effects on the development of reading comprehension strategies. Using a convenience sampling method, four intact EFL classes comprising of 116 male students were selected from two high schools in Hamedan, Iran. The study used a quasi-experimental design that included a pretest, a posttest, and a delayed posttest. The participating classes were randomly assigned to the experimental and control groups. A one-way between-groups analysis of covariance (ANCOVA) was applied to compare the effectiveness of two different interventions. During the experiment, participants in the control group received non-dynamic reading tests, while participants of the experimental group underwent DA sessions receiving mediation on applying reading comprehension strategies. The participants were also given the reading strategy questionnaires. Results indicated that training reading comprehension strategies through annotations and oral mediation in DA had a positive immediate and delayed effect on enhancing awareness and use of such strategies, particularly for low achievers. 

کلیدواژه‌ها [English]

  • reading comprehension strategies
  • dynamic assessment (DA)
  • mediation
  • Annotation

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