بررسی یافته‏ های تجربی و دیدگاه‏ های فراگیران در خصوص تأثیر ارزشیابی پویای رایانه‌ای بر یادگیری واژگان فارسی

نوع مقاله: مقاله پژوهشی

نویسندگان

1 دانشیارآموزش زبان انگلیسی- دانشگاه رازی

2 دکتری آموزش زبان انگلیسی- دانشگاه رازی

چکیده

هدف این پژوهش، بررسی تأثیر ارزشیابی پویای رایانه­ای بر فراگیریِ واژگان فارسی از طریق استنباط واژگانی بود. در این پژوهش شبه­تجربی، 75 فراگیر که فارسی را به‌عنوان زبان خارجی می‌آموختند چهار متن را طی چهار روز به‌صورت روزی یک متن خواندند و به سؤالات درک مطلب پاسخ دادند. در گروه کنترل، فراگیران از وجود کلمات ناآشنا درمتن­ها بی­اطلاع بودند. در گروه دوم، فراگیران از وجود کلمات ناآشنا در متن­ها آگاهی داشتند و ­باید معنی آن­ها را استنباط می­کردند. در گروه سوم، علاوه بر آگاهی از کلمات ناآشنا و استنباط آن­ها، از رویکرد ارزشیابی پویای رایانه­ای نیز استفاده شد. نتایج پس‌آزمون‌های فراگیری و یادداری واژه­های ناآشنا، نشان داد که آگاهی از وجود کلمات ناآشنا در متن و استفاده از رویکرد ارزشیابی پویای رایانه­ای، واژه­آموزی از طریق خواندن را بهبود می­دهد. همچنین پس از مطالعه، با طرح چهار سؤال دیدگاه­های فراگیران گروه سوم درخصوص کارآمدی واژه­آموزی در چارچوب ارزشیابی پویای رایانه­ای مورد بررسی قرار گرفت. نتایج این بررسی نشان داد که فراگیران، ارزشیابی پویای رایانه­ای را چارچوبی مناسب و مؤثر برای توسعه­ی دانش واژگانی می­دانند و از آن استقبال می­کنند.

کلیدواژه‌ها


عنوان مقاله [English]

Exploring Empirical Findings and Learners’ Perspectives About the Effect of Computerized Dynamic Assessment on Persian Vocabulary Learning

نویسندگان [English]

  • Saman Ebadi 1
  • Khosro Bahramlou 2
1 ---
2 ----
چکیده [English]

This study aimed to explore the effect of computerized dynamic assessment on Persian vocabulary learning through lexical inferencing. In this quasi-experimental study, 75 learners of Persian as a foreign language read four texts over four days, one text per day, and answered comprehension questions. In the control group, the learners were not informed that there were unfamiliar words in the texts. In the second group, the learners were informed that there were unfamiliar words in the texts and they had to infer their meanings. In the third group, the learners were informed about the presence of unfamiliar words and were asked to infer their meanings. In addition, computerized dynamic assessment approach was also utilized. The results of learning and retention posttests showed that noticing of the texts’ unfamiliar words and adoption of computerized dynamic assessment enhanced vocabulary learning through reading. After the study, four questions were administered to the third group’s participants to explore their perspectives on the efficiency of vocabulary learning through computerized dynamic assessment. The results of this analysis showed that the learners were interested in computerized dynamic assessment and judged it as an apprpriate and effective means of developing vocabulary knowledge.

کلیدواژه‌ها [English]

  • lexical inferencing
  • noticing
  • static assessment
  • dynamic assessment
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