Concurrent Group-dynamic Assessment of Intermediate EFL Learners’ Receptive and Productive Vocabulary Size

Mostafa Azari Noghabi; Seyed Mohammad Reza Amirian; Gholamreza Zareian

doi:10.30827/portalin.vi36.15864

Autores/as

Mostafa Azari Noghabi
Seyed Mohammad Reza Amirian Hakim Sabzevari University
Gholamreza Zareian Hakim Sabzevari University

DOI:

https://doi.org/10.30827/portalin.vi36.15864

Palabras clave:

dynamic assessment, group-dynamic assessment, vocabulary knowledge, receptive vocabulary size, productive vocabulary size

Resumen

Aunque los estudios de investigación sobre la valoración dinámica (DA) arrojaron resultados prometedores en el campo de la enseñanza de idiomas, se ha prestado escasa atención al examen de la eficacia de la valoración dinámica de grupos (G-DA) en relación con el desarrollo del vocabulario. A tal efecto, el presente estudio de método mixto se diseñó para inspeccionar el potencial del G-DA concurrente para ampliar el tamaño del vocabulario receptivo y productivo de 56 estudiantes iraníes con nivel intermedio de inglés como lengua extranjera. El estudio utilizó dos modalidades: el grupo de control, al que se le enseñaron los vocabularios seleccionados mediante procedimientos tradicionales como el uso de lista de palabras; y el grupo experimental que recibió apoyo grupal para hacer ejercicios de vocabulario dentro del marco G-DA. Los resultados de una serie de pruebas t de muestras independientes indicaron el efecto significativo de G-DA en la mejora del tamaño del vocabulario receptivo y productivo de los estudiantes de inglés como lengua extranjera. Los datos cualitativos enfatizaron el papel de la mediación grupal en mejorar la motivación del alumnado al incrementar la adquisición del vocabulario en el marco de GDA y mantener su actitud positiva hacia el G-DA.

Descargas

Los datos de descargas todavía no están disponibles.

Citas

Ableeva, R. (2010). Dynamic assessment of listening comprehension in L2 French. [Unpublished doctoral dissertation]. The Pennsylvania State University.

Alavi, M., Kaivanpanah, S., & Shabani, K. (2011). Group dynamic assessment: An inventory of mediational strategies for teaching listening. Journal of Teaching Language Skills, 30(4), 27-58. https://dx.doi.org/10.22099/jtls.2011.370

Alemi, M., Miri, M., Mozafarnezhad, A. (2019). Investigating the effects of online concurrent group dynamic assessment on ‎enhancing ‎grammatical accuracy of EFL learners. International Journal of Language Testing, 9(2), 29-43.

Aljaafreh, A., & Lantolf, J.P. (1994). Negative feedback as regulation and second language learning in the zone of proximal development. The Modern Language Journal, 78(4), 465-483. https://doi.org/10.2307/328585

Amirian, S.M.R., & Azari Noughabi, M. (2018). The effect of teaching vocabulary learning strategies on Iranian EFL learners' receptive and productive vocabulary size. Pertanika Journal of Social Sciences and Humanities, 26(4), 2435-2452.

Bahramlou, K., & Esmaeili, A. (2019). The effects of vocabulary enhancement exercises and group dynamic assessment on word learning through lexical inferencing. Journal of Psycholinguistic Research, 48(4), 889-901. https://doi.org/10.1007/s10936-019-09638-x

Beglar, D. (2010). A Rasch-based validation of the vocabulary size test. Language Testing, 27(1), 101-118. https://doi.org/10.1177/0265532209340194

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706QP063OA

Creswell, J. W., & Clark, V. L. P. (2017). Designing and conducting mixed methods research. (3rd ed.). Sage publications.

Davin, K.J. (2011). Group dynamic assessment in an early foreign language learning program: Tracking movement through the zone of proximal development (Doctoral dissertation, University of Pittsburgh). http://d‐scholarship. pitt.edu/7269/1/DAVINKJ_ETD.pdf

Davin, K.J. (2013). Integration of dynamic assessment and instructional conversations to promote development and improve assessment in the language classroom. Language Teaching Research, 17(3), 303-322. https://doi.org/10.1177/1362168813482934

Davin, K.J., & Donato, R. (2013). Student collaboration and teacher‐directed classroom dynamic assessment: A complementary pairing. Foreign Language Annals, 46(1), 5-22. https://doi.org/10.1111/flan.12012

Davin, K.J. & Herazo, J.D. (2020). Reconceptualizing classroom dynamic assessment: lessons from teacher practice. In M. E. Poehner & O. Inbar-Lourie (Eds.), Toward a reconceptualization of second language classroom assessment (pp. 197-217). Springer.

Dörnyei, Z. (2008). Research methods in applied linguistics. Oxford University Press.

Fernández Dobao, A. (2014). Vocabulary learning in collaborative tasks: A comparison of pair and small group work. Language Teaching Research, 18(4), 497-520. https://doi.org/10.1177/1362168813519730

Elgort, I. (2013). Effects of L1 definitions and cognate status of test items on the Vocabulary Size Test. Language Testing, 30(2), 253-272. https://doi.org/10.1177/0265532212459028

Esit, Ö. (2011). Your verbal zone: An intelligent computer-assisted language learning program in support of Turkish learners' vocabulary learning. Computer Assisted Language Learning, 24(3), 211-232. https://doi.org/10.1080/09588221.2010.538702

Fitzpatrick, T., & Clenton, J. (2010). The challenge of validation: Assessing the performance of a test of productive vocabulary. Language Testing, 27(4), 537-554. https://doi.org/10.1177/0265532209354771

Fulcher, G., & Davidson, F. (2007). Language testing and assessment: An advanced resource book. Routledge.

Gibbons, P. (2003). Mediating language learning: Teacher interactions with ESL students in a content‐based classroom. TESOL Quarterly, 37(2), 247-273. https://doi.org/10.2307/3588504

González-Fernández, B., & Schmitt, N. (2020). Word knowledge: Exploring the relationships and order of acquisition of vocabulary knowledge components. Applied Linguistics, 41(4), 481-505. https://doi.org/10.1093/applin/amy057

Haywood, H.C., & Lidz, C.S. (2006). Dynamic assessment in practice: Clinical and educational applications. Cambridge University Press.

Hidri, S. (2019). Static vs. dynamic assessment of students’ writing exams: A comparison of two assessment modes. International Multilingual Research Journal, 13(4), 239-256. https://doi.org/10.1080/19313152.2019.1606875

Ivankova, N.Y., & Creswell, J.W. (2009). Mixed methods. In J. Heigham & R. A. Croker (Eds.), Qualitative research in applied linguistics: A practical introduction (pp. 135-161). Palgrave Macmillan.

Karami, H. (2012). The development and validation of a bilingual version of the Vocabulary Size Test. RELC Journal, 43(1), 53-67. https://doi.org/10.1177/0033688212439359

Kavanoz, S. & Varol, B. (2019). Measuring receptive vocabulary knowledge of young learners of English. Porta Linguarum, 32, 7-22.

Kozulin, A., & Garb, E. (2002). Dynamic assessment of EFL text comprehension. School Psychology International, 23(1), 112-127. https://doi.org/10.1177/0143034302023001733

Kumaravadivelu, B. (2006). Understanding language teaching: From method to postmethod. Lawrence Erlbaum Associates, Inc.

Lantolf, J.P., & Poehner, M.E. (2011). Dynamic assessment in the classroom: Vygotskian praxis for second language development. Language Teaching Research, 15(1), 11-33. https://doi.org/10.1177/1362168810383328

Lau, K. (2017). “The most important thing is to learn the way to learn”: Evaluating the effectiveness of independent learning by perceptual changes. Assessment and Evaluation in Higher Education, 42(3), 415-430. https://doi.org/10.1080/02602938.2015.1118434

Meara, P., & Fitzpatrick, T. (2000). Lex30: An improved method of assessing productive vocabulary in an L2. System, 28(1), 19-30. https://doi.org/10.1016/S0346-251X(99)00058-5

Nation, P. (2007). Fundamental issues in modelling and assessing vocabulary knowledge. In H. Daller, J. Milton, & J. Treffers-Daller (Eds.), Modelling and assessing vocabulary knowledge (pp. 35-43). Cambridge University Press.

Nation, P. (2011). Research into practice: Vocabulary. Language Teaching, 44(4), 529-539. https://doi.org/10.1017/S0261444811000267

Nation, P., & Beglar, D. (2007). A vocabulary size test. The Language Teacher, 31(7), 9-13.

Nation, P., & Coxhead, A. (2014). Vocabulary size research at Victoria University of Willington, New Zealand. Language Teaching, 47(3), 398-403. https://doi.org/10.1017/S0261444814000111

Nguyen, L.T.C., & Nation, P. (2011). A bilingual vocabulary size test of English for Vietnamese learners. RELC Journal, 42(1), 86-99. https://doi.org/10.1177/0033688210390264

Poehner, M.E. (2008). Dynamic assessment: A Vygotskian approach to understanding and promoting L2 development. Springer.

Poehner, M.E. (2009). Group dynamic assessment: Mediation for the L2 classroom. TESOL Quarterly, 43(3), 471-491. https://doi.org/10.1002/j.1545-7249.2009.tb00245.x

Poehner, M.E., & Lantolf, J.P. (2010). Vygotsky's teaching-assessment dialectic and L2 education: The case for dynamic assessment. Mind, Culture, and Activity, 17(4), 312-330. https://doi.org/10.1080/10749030903338509

Schmitt, N. (2010). Researching vocabulary: A vocabulary research manual. Palgrave Macmillan.

Schmitt, N., Nation, P., & Kremmel, B. (2020). Moving the field of vocabulary assessment forward: The need for more rigorous test development and validation. Language Teaching, 53(1), 109-120. https://doi.org/10.1017/S0261444819000326

Walters, J. (2012). Aspects of validity of a test of productive vocabulary: Lex30. Language Assessment Quarterly, 9(2), 172-185. https://doi.org/10.1080/15434303.2011.625579

Winke, P. (2017). Using focus groups to investigate study abroad theories and practice. System, 71, 73-83. https://doi.org/10.1016/j.system.2017.09.018

Vygotsky, L. (1978). Mind in society: The development of higher mental processes. Harvard University Press.

Vygotsky, L. (1998). The problem of age. In R. W. Rieber (Ed.), The collected works of L. S. Vygotsky: Vol. 5. Child psychology (pp. 187-206). Plenum.