Applied Linguistics
Fatemeh Ranjbarvahed; Gholam-Reza Abbasian; Bahram Mowlaie
Abstract
Applying an appropriate and a dynamic method of teaching in EFL instruction is a critical mechanism for engaging, attracting and accompanying students. Hypothesized as a dynamic platform, synthesizing Engagement, Study, and Activation (ESA) with portfolio assessment was addressed in this study mixed-method-based ...
Read More
Applying an appropriate and a dynamic method of teaching in EFL instruction is a critical mechanism for engaging, attracting and accompanying students. Hypothesized as a dynamic platform, synthesizing Engagement, Study, and Activation (ESA) with portfolio assessment was addressed in this study mixed-method-based research to see its effectiveness with regard to the target students’ cognitive dimensions of developing writing skills. To this end, 177 Iranian female students from a public high school attended an experimental study and attempted three data collection instruments including think-aloud protocol, a questionnaire as well as an interview. MANOVA of the quantitative data and NVivo-based qualitative data analyses revealed significantly compatible results. MANOVA showed that the synthesizing ESA with portfolio assessment had the highest means as to writing skill-oriented cognitive dimensions, which were followed by pure ESA application, and the control group achievement. Moreover, the pure ESA application had a significantly higher means compared to the conventional instructional mainstream on overall cognitive dimension. However, the synthetic mechanism proved to be much more effective than the pure ESA as to the overall cognitive dimensions. In line with the quantitative analyses, NVivo-based think-aloud and interview data revealed the nature and process of the effectiveness of the applied synthetic mechanisms in the areas of attention, practicing, thinking, self-correction, and problem solving dimensions each with certain degree.
Testing
Ali Mohammadi Darabad; Gholam-Reza Abbasian; Bahram Mowlaie; Ali Asghar Rostami Abusaeedi
Abstract
AbstractClassroom performance assessment has gained prominence parallel to the multiplicity of the purposes ahead of assessment. Of many, the major controversy, which was the motive behind this study, is the incorporation of L1-based elicitation as a valid measure of second language (L2) performance ...
Read More
AbstractClassroom performance assessment has gained prominence parallel to the multiplicity of the purposes ahead of assessment. Of many, the major controversy, which was the motive behind this study, is the incorporation of L1-based elicitation as a valid measure of second language (L2) performance assessment. To shed empirical lights on this issue, this explanatory sequential mixed-methods research employed 87 Iranian intermediate EFL learners, whose L2 classroom performance was assessed through L1-based elicitation techniques. In order to validate this mechanism, multi-method mono-trait model (namely, Pearson correlation, structural equations, exploratory and confirmatory factor analysis, composite reliability and convergent validity) suggested by Henning and Mesick’s Unitary Concept of validity were applied. The results from these multiple sources of evidence yield support to their common consensus that L1-based elicitation techniques are valid measures of L2 performance assessment. The findings then offer legacy to the educational implications of L1-based mechanisms both in L2 instruction and assessment.