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The Effect of Dynamic Assessment on Iranian EFL Learners ’ Reading Comprehension
| Content Provider | Semantic Scholar |
|---|---|
| Author | Amirian, Mohammad Reza |
| Copyright Year | 2014 |
| Abstract | Dynamic Assessment (DA), is grounded in Vygotsky's idea on Sociocultural Theory (SCT) of mind, his concept of Zone of Proximal Development (ZPD) and its related metaphor; scaffolding. This study examined the effects of dynamic assessment on improving reading comprehension of Iranian intermediate students who were learning English as a foreign language. The participants, a group of Iranian male intermediate EFL learners ranging in age from 17 to 20, were randomly assigned to two groups of 14. In this study, the experimental and control groups’ performances on pretests and post-tests were compared through paired-samples and independent-samples t-tests. The treatment period lasted for 2 months (16 sessions). The results showed that the experimental group, which was instructed through DA, outperformed the control group which was instructed in a non-dynamic way. |
| File Format | PDF HTM / HTML |
| Alternate Webpage(s) | https://files.eric.ed.gov/fulltext/EJ1128751.pdf |
| Language | English |
| Access Restriction | Open |
| Subject Keyword | Enlightenment Foundation Libraries Experiment Iranian.com List comprehension Mediation (statistics) Mediator brand of benfluorex hydrochloride Performance PersonNameUse - assigned Randomness metabolic abnormality assessment zolpidem |
| Content Type | Text |
| Resource Type | Article |
