Improving EFL Learners’ Performance on ReceptiveResponse and Productive-Response Listening Comprehension Items through Diagnostic vs. Dynamic Assessment

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ZANDI GHAZALEH; TAVASSOLI KOBRA; Nikmard Fateme

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Journal Paper

Paper Information

Journal: JOURNAL OF SOCIAL SCIENCES AND HUMANITIES OF SHIRAZ UNIVERSITY Year:2020 | Volume:39 | Issue:3.1 Page(s): 217-252

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Information Journal Paper

Title

Improving EFL Learners’ Performance on ReceptiveResponse and Productive-Response Listening Comprehension Items through Diagnostic vs. Dynamic Assessment

Author(s)

ZANDI GHAZALEH | TAVASSOLI KOBRA | Nikmard Fateme | Issue Writer Certificate

Keywords

Diagnostic Assessment

Dynamic Assessment

Listening Comprehension

Productive-Response Items

Receptive-Response Items

Abstract

Listening Comprehension is a challenging skill in EFL contexts and it is necessary to research various aspects of this skill. Therefore, this study tried to investigate EFL learners’ progress on two types of Listening Comprehension items, receptive-response and productive-response, through Diagnostic Assessment (DIA) and Dynamic Assessment (DA). To do this, a Nelson proficiency test was administered among 120 EFL students in six classes, out of which, 90 students whose scores were in the acceptable range were selected. The classes were then randomly divided into three groups of control, DIA, and DA. As the pretest, a KET listening test in two sections of receptive-response and Productive-Response Items was used to check the learners’ initial performance. Next, as for the treatment, in the DIA group, the learners took four listening tests with receptive-response and Productive-Response Items in the form of test-feedback; in the DA group, the learners took the same four tests in the form of test-mediationretest, and in the control group, the learners practiced receptive-response and Productive-Response Items after each listening activity. At the end of the study, another KET listening test in two sections of receptive-response and Productive-Response Items was administered to the participants to investigate the three groups’ progress from pretest to posttest. Finally, two repeated-measures two-way ANOVAs and one MANOVA were run, and the results showed that both DIA and DA resulted in significant improvements in the learners’ performance on both receptive-response and productive-response listening items; however, the difference between the two types of assessment was not significant.

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APA: Copy

ZANDI, GHAZALEH, TAVASSOLI, KOBRA, & Nikmard, Fateme. (2020). Improving EFL Learners’ Performance on ReceptiveResponse and Productive-Response Listening Comprehension Items through Diagnostic vs. Dynamic Assessment. TEACHING ENGLISH AS A SECOND LANGUAGE QUARTERL (JOURNAL OF TEACHING LANGUAGE SKILLS), 39(3.1), 217-252. SID. https://sid.ir/paper/975883/en

Vancouver: Copy

ZANDI GHAZALEH, TAVASSOLI KOBRA, Nikmard Fateme. Improving EFL Learners’ Performance on ReceptiveResponse and Productive-Response Listening Comprehension Items through Diagnostic vs. Dynamic Assessment. TEACHING ENGLISH AS A SECOND LANGUAGE QUARTERL (JOURNAL OF TEACHING LANGUAGE SKILLS)[Internet]. 2020;39(3.1):217-252. Available from: https://sid.ir/paper/975883/en

IEEE: Copy

GHAZALEH ZANDI, KOBRA TAVASSOLI, and Fateme Nikmard, “Improving EFL Learners’ Performance on ReceptiveResponse and Productive-Response Listening Comprehension Items through Diagnostic vs. Dynamic Assessment,” TEACHING ENGLISH AS A SECOND LANGUAGE QUARTERL (JOURNAL OF TEACHING LANGUAGE SKILLS), vol. 39, no. 3.1, pp. 217–252, 2020, [Online]. Available: https://sid.ir/paper/975883/en

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