Volume 3, Issue 4 (December 2024)
IJER 2024, 3(4): 405-424 |
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Khanifar M, Rahimi Esfahani F, Riahipour P. (2024). Effects of Dynamic Assessment (DA) Models (Interventionist and Interactionist) on EFL Learners’ Reading Comprehension and Reading Motivation. IJER. 3(4), 405-424. doi:10.22034/3.4.405
URL: http://ijer.hormozgan.ac.ir/article-1-294-en.html
URL: http://ijer.hormozgan.ac.ir/article-1-294-en.html
1- English Department, Shahrekord Branch, Islamic Azad University, Shahrekord, Iran
2- English Department, Shahrekord Branch, Islamic Azad University, Shahrekord, Iran ,rahimi_fariba@yahoo.com
2- English Department, Shahrekord Branch, Islamic Azad University, Shahrekord, Iran ,
Abstract: (67 Views)
Objective: The effects of interventionist and interactionist dynamic assessment (DA) on reading motivation (RM) and Reading comprehension (RC) of Iranian EFL learners were inspected in this study.
Methods: Ninety-nine volunteers were originally chosen for the study, and they were then divided into three equal groups of thirty students each—two experimental groups (EGs) and one control group (CG). Second, each of the three groups' participants received an administration of the RC and RM pre-tests. Third, one EG was taught 10 reading passages via interventionist DA. The interventionist DA method was used to evaluate this group. Interactionist DA was used to treat the second EG. Interactionist DA processes were used to assess the group's respondents and provide the necessary assistance. In this class, assistance and intervention were provided through student-assessor interactions. Without any DA, a traditional instruction was used to teach the CG. Following the instruction of all texts to all groups, the aforementioned post-tests were given to them in order to assess how the treatment affected their performance.
Results: There were substantial differences between the EGs' and the CG's post-test performances, with the EGs doing better, according to the findings of the one-way ANOVA test and the Post-hoc Scheffe test.
Conclusions: Overall, the results showed that both DA models improved the RC and RM of Iranian EFL learners in an equivalent way. Lastly, an explanation of the study's implications and results was given.
Methods: Ninety-nine volunteers were originally chosen for the study, and they were then divided into three equal groups of thirty students each—two experimental groups (EGs) and one control group (CG). Second, each of the three groups' participants received an administration of the RC and RM pre-tests. Third, one EG was taught 10 reading passages via interventionist DA. The interventionist DA method was used to evaluate this group. Interactionist DA was used to treat the second EG. Interactionist DA processes were used to assess the group's respondents and provide the necessary assistance. In this class, assistance and intervention were provided through student-assessor interactions. Without any DA, a traditional instruction was used to teach the CG. Following the instruction of all texts to all groups, the aforementioned post-tests were given to them in order to assess how the treatment affected their performance.
Results: There were substantial differences between the EGs' and the CG's post-test performances, with the EGs doing better, according to the findings of the one-way ANOVA test and the Post-hoc Scheffe test.
Conclusions: Overall, the results showed that both DA models improved the RC and RM of Iranian EFL learners in an equivalent way. Lastly, an explanation of the study's implications and results was given.
Keywords: Dynamic Assessment, Interactionist Model, Interventionist Model, Reading Comprehension, Reading Motivation
Type of Study: Original |
Subject:
Educational Studies
Received: 2024/02/7 | Accepted: 2024/08/14 | Published: 2024/12/1
Received: 2024/02/7 | Accepted: 2024/08/14 | Published: 2024/12/1
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