The Impacts of Classroom Digital Literacy on EFL Iranian Teachers' Dynamic Assessment Quality Improvement

Journal of Teaching English Lnaguage Studies

مقاله 2، دوره 7، شماره 3، خرداد 2019، صفحه 22-42   

نوع مقاله: Original Article

نویسندگان

Mohammad Reza Raeisi^{* 1}؛ Davood Mashhadi Heidar²؛ Mohammadreza Khodareza³

¹English Language Department, English Faculty, Tonekabon Islamic Azad University, Tonekabon, Iran

²Islamic Azad University of Tonekabon

³English Language Department, English Facuty, Tonekabon Islamic Azad University, Iran

چکیده

The purpose of this study was to investigate the impact of dynamic assessment as a processoriented
mechanism on the digital classroom literacy of Iranian institute EFL teachers. The
participants were 168 male and female institute EFL teachers to whom the teachers' digital
classroom literacy was studied in two groups. A truncated form of classroom checklist was also
given to the participants to assess their language proficiency. The participants were divided into
2 groups based on the researcher’s task. 1 experimental group (84 females in group A and 84
males in group B) and 1 control groups (21 females in group C and 21 males in group D). The
dynamic assessment was based on the digital literacy model adopted from Nawaz and Kundi
(2010) consisting of frequency of usage of computers, internet and digital technology in EFL
classrooms. The control groups received the traditional assessment without modern technologies.
The data were analyzed using one independent samples t tests, mean and the effect size. The
results showed that the applicability of dynamic assessment considerably improved the digital
literacy of the participants.

کلیدواژه‌ها

applicability of dynamic assessment؛ digital literacy؛ possibilities؛ process-oriented mechanism

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