|
" The Immediate/Delayed Impact of Online Dynamic Assessment on the Microgenetic Development of Listening Comprehension in Adult EFL Learners at Different Proficiency Levels via Web-Based Technology "
| Document Type
|
:
|
Latin Dissertation
|
| Language of Document
|
:
|
English
|
| Record Number
|
:
|
155501
|
| Doc. No
|
:
|
6389p
|
| Call number
|
:
|
6389
|
| Main Entry
|
:
|
Mashhadi Heidar, Davood
|
| Title Proper
|
:
|
The Immediate/Delayed Impact of Online Dynamic Assessment on the Microgenetic Development of Listening Comprehension in Adult EFL Learners at Different Proficiency Levels via Web-Based Technology
|
| Supervisor
|
:
|
; Akbar Afghari
|
| Advisor
|
:
|
; Mansour Koosha
|
| College
|
:
|
Khorasgan
|
| Date
|
:
|
, 2015=1393
|
| Degree
|
:
|
PH.D
|
| field of study
|
:
|
, Teaching English
|
| College
|
:
|
, Khorasgan
|
| student score
|
:
|
, 1393/11/08, 1392/00/00
|
| Page No
|
:
|
167p.
|
| Note
|
:
|
890
|
| Abstract
|
:
|
This dissertation concentrates on theoretical and methodological issues at the intersection of foreign language learning, language pedagogy, synchronous computer-mediated communication and sociocultural theory (SCT), initially proposed by the Russian psychologist Vygotsky (1978). More specifically, the dissertation seeks to redress the current lack of diagnostic assessment in language instruction and the development of listening proficiency. The dissertation extends traditional understanding of listening assessment in foreign language contexts and applies online dynamic assessment (DA) via web 2.0 technologies of Talk and Write and Skype to the development of learners' listening ability. The study conducted in this dissertation, taking in 270 participants at three proficiency levels of beginner, intermediate, and advanced, may indicate that online DA, due to its reliance on mediated dialogue, illuminates the sources of poor performance that are usually hidden during traditional assessments, which are non-dynamic in nature. DA sheds light on the instructional process regarding specific areas where learners need improvement and in so doing allows for appropriate intervention to help learners overcome these problems. The results of the study might indicate that, through interactions in the zone of proximal development (ZPD), online DA can permit to establish not only the actual level of learners' listening ability but also to diagnose/assess the potential level of their listening development, while at the same time promoting this development..
|
| Title and statement of responsibility and
|
:
|
The Immediate/Delayed Impact of Online Dynamic Assessment on the Microgenetic Development of Listening Comprehension in Adult EFL Learners at Different Proficiency Levels via Web-Based Technology [Thesis]; Akbar Afghari; Mansour Koosha
|
| Internal Bibliographies/Indexes Note
|
:
|
Bibliography :p.145-158
|
| |