The Effect of Interventionist Dynamic Assessment on Language Learners’ Reading Comprehension

Journal of Language and Translation

دوره 11، شماره 4، دی 2021، صفحه 211-222   

نوع مقاله: Research Articles

شناسه دیجیتال (DOI): 10.30495/ttlt.2021.683895

نویسندگان

Hossein Shokri¹؛ Mohammad Reza Khodareza^{* 2}

¹PhD Candidate of TEFL, Aliabad Katoul Branch, Islamic Azad University, Aliabad Katoul, Iran

²Assistant Professor of Applied Linguistics, Tonekabon Branch, Islamic Azad University, Tonekabon, Iran

چکیده

Collaborative reading strategies could help language learners to develop a more teamwork environment for students. Moreover, in this research study, researchers investigate the effect of peer-assisted mediation versus. tutor intervention within the interventionist dynamic assessment on the reading comprehension of intermediate EFL learners. For this purpose, 60 language learners were recruited as the main participants of the study. They were divided into three groups: experimental group A as peer-mediation, experimental group B as tutor-intervention, group C as control. After this, a pretest of reading comprehension was given to all the groups. Each group of participants underwent the treatment which lasted 12 sessions. One session was allocated to the proficiency test and pretest and one session for the posttest. At the end of the treatment, the posttest was administered. The findings suggested that involving learners in literature peer mediation and tutor intervention in an interventionist dynamic atmosphere can significantly and positively affect their reading comprehension. The results of the findings could help language learners to decide their own learning experience. Furthermore, EFL teachers and materials developers can benefit from the findings of this study by providing students with practical tasks based on their assessment needs.

کلیدواژه‌ها

Dynamic assessment؛ Peer-assisted mediation؛ Reading comprehension؛ Tutor-intervention

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