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Kuhi, Davud, Aslrasouli, Mortaza, fathi, َAbolfazl. (1402). The Effects of Web-based Dynamic Assessment on Grammatical Accuracy and Autonomy of Iranian EFL Learners and Their Attitudes to Web-based Dynamic Assessment. سامانه مدیریت نشریات علمی, (), -. doi: 10.22054/ilt.2023.67266.688
Davud Kuhi; Mortaza Aslrasouli; َAbolfazl fathi. "The Effects of Web-based Dynamic Assessment on Grammatical Accuracy and Autonomy of Iranian EFL Learners and Their Attitudes to Web-based Dynamic Assessment". سامانه مدیریت نشریات علمی, , , 1402, -. doi: 10.22054/ilt.2023.67266.688
Kuhi, Davud, Aslrasouli, Mortaza, fathi, َAbolfazl. (1402). 'The Effects of Web-based Dynamic Assessment on Grammatical Accuracy and Autonomy of Iranian EFL Learners and Their Attitudes to Web-based Dynamic Assessment', سامانه مدیریت نشریات علمی, (), pp. -. doi: 10.22054/ilt.2023.67266.688
Kuhi, Davud, Aslrasouli, Mortaza, fathi, َAbolfazl. The Effects of Web-based Dynamic Assessment on Grammatical Accuracy and Autonomy of Iranian EFL Learners and Their Attitudes to Web-based Dynamic Assessment. سامانه مدیریت نشریات علمی, 1402; (): -. doi: 10.22054/ilt.2023.67266.688

The Effects of Web-based Dynamic Assessment on Grammatical Accuracy and Autonomy of Iranian EFL Learners and Their Attitudes to Web-based Dynamic Assessment

Issues in Language Teaching
مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 21 شهریور 1402
نوع مقاله: Research Paper
شناسه دیجیتال (DOI): 10.22054/ilt.2023.67266.688
نویسندگان
Davud Kuhi1؛ Mortaza Aslrasouli* 2؛ َAbolfazl fathi3
1Assistant professor, English language Department,Islamic Azad University, Maragheh Branch, Iran.
2Assistant Professor, English Language Department, Maragheh Branch, Islamic Azad University, Maragheh, Iran
3English Language Department, Maragheh Branch, Islamic Azad University, Maragheh, Iran
چکیده
Abstract

The necessity of using online education during the Coronal virus pandemic and the barriers created by the absence of face-to-face instruction has shifted the researchers’ focus to web-based instruction and assessment. In this regard, an explanatory sequential mixed-methods design was selected to consider the effects of web-based dynamic assessment (DA) on learners' grammar accuracy, autonomy, and attitudes. To this end, a convenient sample of 60 male English as a Foreign Language (EFL) learners was chosen and categorized into two groups of web-based dynamic assessment and a control group. The data collection tools were a pretest and posttest of grammar, a pretest and posttest of autonomy, and a semi-structured interview. The participants were exposed to web-based DA via a designed web based on the level and the students’ needs in grammar, whereas the learners in the control group learned the grammar through the traditional method of instruction. Based on the results of ANCOVA and Mann-Whitney U test, the learners’ grammar accuracy and autonomy mean scores in web-based DA increased compared to those of the control group. In addition, the results of interview showed that the learners had a positive attitude toward web-based dynamic assessment treatment. The results of the semi-structured interview with the experimental group verified the quantitative results. The platform and methods employed in this study suggest encouraging implications for the field of language instruction which will be discussed.
کلیدواژه‌ها
Grammatical accuracy؛ Mediation؛ Web-based Dynamic Assessment؛ Attitude؛ Autonomy
آمار
تعداد مشاهده مقاله: 14


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