THE EFFECTS OF COMPUTERIZED DYNAMIC ASSESSMENT ON PROMOTING AT-RISK ADVANCED IRANIAN EFL STUDENTS’ READING SKILLS

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EBADI SAMAN; SAEEDIAN ABDULBASET

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Journal Paper

Paper Information

Journal: ISSUES IN LANGUAGE TEACHING Year:2015 | Volume:4 | Issue:2 Page(s): 1-26

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Title

THE EFFECTS OF COMPUTERIZED DYNAMIC ASSESSMENT ON PROMOTING AT-RISK ADVANCED IRANIAN EFL STUDENTS’ READING SKILLS

Author(s)

EBADI SAMAN | SAEEDIAN ABDULBASET | Issue Writer Certificate

Keywords

DYNAMIC ASSESSMENT

COMPUTERIZED DYNAMIC ASSESSMENT

AT-RISK LEARNERS

READING SKILLS

ZONE OF PROXIMAL DEVELOPMENT

Abstract

DYNAMIC ASSESSMENT (DA) is theoretically framed within Vygotsky‟ s Socio-Cultural Theory (SCT) and relies on reunification of assessment and instruction. This process-oriented study of reading comprehension aims at investigating the impacts of applying computerized DYNAMIC ASSESSMENT (C-DA) which is an ongoing strand of DA on promoting at-risk advanced Iranian EFL students‟ READING SKILLS. The sample of this study comprised of 32 advanced BA students selected based on convenience sampling from Teaching English as a Foreign Language (TEFL) undergraduates from a university in Iran. In this study, the DIALANG software and the Computerized Dynamic Reading Test (CDRT) were utilized to identify the individuals‟ proficiency level and to examine the effectiveness of the enrichment program (EP) in DA respectively. Upon completion of the CDRT, the learners were presented with two mediated and unmediated scores. The formula called Learning Potential Score (LPS) was also utilized in order to measure the students‟ potential for learning. Analysis of the results showed that a pretest (unmediated) score was a sufficient indication neither for measuring individuals‟ ability nor for preparing an effective lesson plan for them. The findings of this investigation may prove to be significantly useful for those who are concerned about individuals requiring a lot of attention, that is, at-risk or retarded learners within the realm of DA.

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APA: Copy

EBADI, SAMAN, & SAEEDIAN, ABDULBASET. (2015). THE EFFECTS OF COMPUTERIZED DYNAMIC ASSESSMENT ON PROMOTING AT-RISK ADVANCED IRANIAN EFL STUDENTS’ READING SKILLS. ISSUES IN LANGUAGE TEACHING, 4(2), 1-26. SID. https://sid.ir/paper/353102/en

Vancouver: Copy

EBADI SAMAN, SAEEDIAN ABDULBASET. THE EFFECTS OF COMPUTERIZED DYNAMIC ASSESSMENT ON PROMOTING AT-RISK ADVANCED IRANIAN EFL STUDENTS’ READING SKILLS. ISSUES IN LANGUAGE TEACHING[Internet]. 2015;4(2):1-26. Available from: https://sid.ir/paper/353102/en

IEEE: Copy

SAMAN EBADI, and ABDULBASET SAEEDIAN, “THE EFFECTS OF COMPUTERIZED DYNAMIC ASSESSMENT ON PROMOTING AT-RISK ADVANCED IRANIAN EFL STUDENTS’ READING SKILLS,” ISSUES IN LANGUAGE TEACHING, vol. 4, no. 2, pp. 1–26, 2015, [Online]. Available: https://sid.ir/paper/353102/en

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