Volume 9, Issue 2 (6-2024)                   IJREE 2024, 9(2): 30-45 | Back to browse issues page

XML Persian Abstract Print


Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:

Ahmadnejad Z, Aghajanzadeh Kiasi G. Iranian EFL Teachers’ Dynamic Assessment Literacy and their Views of Its Practicality: A Comparative Study of Public School and English Language Institute Teachers. IJREE 2024; 9 (2)
URL: http://ijreeonline.com/article-1-856-en.html
Department of English Language, College of Humanities, Rasht Branch, Islamic Azad University, Rasht, Iran
Abstract:   (940 Views)
Teachers play a pivotal role in the instruction-assessment process. Knowing EFL teachers’ conceptualizations of the role of assessment as well as their own role in the implementation of assessment is very critical. Accordingly, the current study aimed to compare Iranian EFL public high school teachers’ literacy and perceptions of dynamic assessment with those of English language institute teachers. In so doing, 45 (23 high school, 22 institute) English teachers, teaching in Lahijan, Iran were selected according to convenience sampling method. The teachers were invited to cooperate and participate in the study and fill out the questionnaire sent via social network like WhatsApp and Telegram. In addition, nine teachers (five high school, four institute teachers) were selected through purposive sampling to participate in a semi-structured interview with five questions posed through the above-mentioned social networks. A researcher-adapted questionnaire with 23 items in a Likert-type scale was utilized to collect data. The validity and reliability of the questionnaire were achieved through experts’ opinion and Cronbach Alpha, respectively. Having collected the data, descriptive and inferential statistics of the findings showed that although both groups of teachers had a realistic view about the application of dynamic assessment due to its practicality and social acceptance, the teachers in two different contexts of teaching had different rates of literacy and perceptions of dynamic assessment. Furthermore, the difference in the two groups of teachers’ perceptions of dynamic assessment practicality was significantly different. The institute teachers enjoyed a higher average of both literacy and perceptions of dynamic assessment practicality in their classrooms. This study echoes the teachers’ voices, and as in the wake of new forms of curricular policy in many parts of the world, teachers are increasingly required to be agents of change that would hopefully encourage change at the discipline and in the institutional level.

 

 
Full-Text [PDF 766 kb]   (189 Downloads)    
Type of Study: Research | Subject: Special

References
1. Al Amin, M., & Greenwood, J. (2018). The examination system in Bangladesh and its impact: On curriculum, students, teachers and society. Language Testing in Asia, 8(4). [DOI:10.1186/s40468-018-0060-9]
2. Ableeva, R. (2010). Dynamic assessment of listening comprehension in second language learning (Doctoral dissertation). The Pennsylvania State University, University Park, Pennsylvania.
3. Arani, A. M., Kakia, M. L., & Karimi, M. V. (2012). Assessment in education in Iran. SAeDUC Journal, 9(2), 1-10.
4. Borg, S. (2009). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language Teaching, 36(2), 81-109. [DOI:10.1017/S0261444803001903]
5. Bullock, D. (2011). Learner self-assessment: An investigation into teachers' beliefs. ELT Journal, 65(2), 114-125. http://dx.doi.org/10.1093/elt/ccq041 [DOI:10.1093/elt/ccq041]
6. Chang, X. (2006). Teachers' beliefs towards oral language assessment in Taiwan collegiate EFL classrooms. Paper presented at the International Conference on English instruction and assessment, Fooyin University.
7. Creswell, J. W. (2011). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. New Jersey: Pearson Education International.
8. Daneshfar, S., Aliasin, S. H., & Hashemi, A. (2018). The effect of dynamic assessment on grammar achievement of Iranian third-grade secondary school EFL learners. Theory and Practice in Language Studies, 8(3), 295-305. http://dx.doi.org/10.17507/tpls.0803.04 [DOI:10.17507/tpls.0803.04]
9. Dhindsa, H., Omar, K., & Waldrip, B. (2017). Upper secondary Bruneian science students' perceptions of assessment. International Journal of Science Education, 29(10), 1281-1280. http://dx.doi.org/10.1080/09500690600991149 [DOI:10.1080/09500690600991149]
10. Dworkin, S. L. (2012). Sample size policy for qualitative studies using in-depth interviews. Arch Sex Behav, 41, 1319-1320. [DOI:10.1007/s10508-012-0016-6]
11. Ebadi, S., & Bashiri, S. (2020). The effectiveness of dynamic assessment on listening comprehension development: A case study. I-Manager's Journal on School Educational Technology, 15(4), 1-10. [DOI:10.26634/jsch.15.4.16923]
13. Eshagi Sardrood, S. J. (2011). Dynamic assessment in Iranian EFL classrooms: A post-method enquiry. The Journal of Applied Linguistics, 4(2), 47-63. Retrieved from
14. https://jal.tabriz.iau.ir/article_520103_3f8d8f8c5c4c7b454ef96f0752adfeac.pdf
15. Estaji, M., & Ameri, A. F. (2020). Dynamic assessment and its impact on pre-intermediate and high intermediate EFL learners' grammar achievement. Cogent Education, 7(1), 1-18. [DOI:10.1080/2331186X.2020.1740040]
17. Estaji, M., & Farahanynia, M. (2019). The immediate and delayed effect of dynamic assessment approaches on EFL learners' oral narrative performance and anxiety. Educational Assessment, 24(2), 1-20. [DOI:10.1080/10627197.2019.1578169]
19. Haywood, H. C., & Lidz, S. C. (2008). Dynamic assessment in practice: Clinical and educational applications. Cambridge: Cambridge University Press.
20. Herrera, S. G., Murry, K. G., & Cabral, R. M. (2017). Assessment accommodations for classroom teachers of culturally and linguistically diverse students. Boston, MA: Pearson Education Inc.
21. Hung, N. V. (2012). A mixed approaches method used to investigate teacher cognition of English language teaching. English Language Teaching, 5(11), 161- 180. [DOI:10.5539/elt.v5n11p161]
22. Inbar-Lourie, O. (2013). Guest editorial to the special issue on language assessment literacy. Language Testing, 30(3), 301-307. doi:10.1177/0265532213480126 [DOI:10.1177/0265532213480126]
23. James, N. (2016). Using email interviews in qualitative educational research: Creating space to think and time to talk. International Journal of Qualitative Studies in Education, 29(2), 150-163. [DOI:10.1080/09518398.2015.1017848]
24. Kamali, M., Abbasi, M., & Sadighi, F. (2018). The effect of dynamic assessment on L2 grammar acquisition by Iranian EFL learners. International Journal of Education and Literacy Studies, 6(1), 72-78. [DOI:10.7575/aiac.ijels.v.6n.1p.72]
25. http://dx.doi.org/10.7575/aiac.ijels.v.6n.1p.72 [DOI:10.7575/aiac.ijels.v.6n.1p.72]
26. Kazemian Sana'ati, M., Khonamri, F, Azizi, M., & Molana, K. (2019). Dynamic assessment in developing EFL Learners' depth of vocabulary knowledge through critical reading. Journal Pendidikan Malaysia, 44(2), 20-29. http://dx.doi.org/10.17576/JPEN-2019-44.02-03 [DOI:10.17576/JPEN-2019-44.02-03]
27. Kennedy, K. J., Chan, J. K. S., Fok, P. K., & Yu, W. M. (2018). Forms of assessment and their potential for enhancing learning: Conceptual and cultural issues. Educational Research for Policy and Practice, 7, 197-207. http://dx.doi.org/10.1007/s10671-008-9052-3 [DOI:10.1007/s10671-008-9052-3]
28. Ketabi, S., & Ketabi, S. (2014). Classroom and formative assessment in second/ foreign language teaching and learning. Theory & Practice in Language Studies, 4(2), 435-440. [DOI:10.4304/tpls.4.2.435-440]
29. Kumaravadivelu, B. (2012). Language teacher education for a global society: A modular model for knowing, analyzing, recognizing, doing and seeing. London: Routledge. [DOI:10.4324/9780203832530]
30. Lantolf, J. P. (2007). Conceptual knowledge and instructed second language learning: A sociocultural perspective. In S. Fotos & H. Nassaji (Eds.), Form focused instruction and teacher education: Studies in honour of Rod Ellis (pp. 32-54). Oxford: Oxford University Press.
31. Lantolf, J. P., & Poehner, M. E. (2010). Vygotsky's teaching- assessment dialectic and L2 education: The case for dynamic assessment. Mind, Culture, and Activity, 17(4), 312- 330. http://dx.doi.org/10.1080/10749030903338509 [DOI:10.1080/10749030903338509]
32. Lidz, C. S., & Gindis, B. (2013) Dynamic assessment of the evolving cognitive functions in children. In A., Kozulin, B., Gindis, V. S., Ageyev, & S. M., Miller (Eds.), Vygotsky's educational theory in cultural context (pp. 99-118). Cambridge: Cambridge University Press. [DOI:10.1017/CBO9780511840975.007]
33. Linn, R. L., & Miller, M. D. (2005). Measurement and assessment in teaching (9th ed.) Upper Saddle River, NJ: Prentice Hall.
34. Mauludin, L. A., Ardianti, T. M., Prasetyo, G., Sefrina, L. R., & Astuti, A. P. (2021). Enhancing students' genre writing skills in an English for specific purposes class: A dynamic assessment approach. MEXTESOL Journal, 45(3), 1-12. Retrieved from https://scholar.unair.ac.id/en/publications/enhancing-students-genre-writing-skills-in-an-english-for-specifi/fingerprints/ [DOI:10.61871/mj.v45n3-13]
35. Mohammadi, S., Babaii, E., & Hashemi, M. (2020). Examining Iranian EFL teachers' perceptions regarding the importance and application of dynamic assessment. Foreign Language Research Journal, 9(4), 1305-1338. doi: 10.22059/jflr.2019.264775.544 [DOI:10.1186/s40862-019-0068-4]
36. Nazari, A. (2017). Dynamic assessment in higher education English language classes: A lecturer perspective. The Journal of Language Learning and Teaching, 7(1), 100-118.
37. Newman, D., Griffin, P., & Cole, M. (1989). The construction zone: Working for cognitive change in school. Cambridge: Cambridge University Press.
38. Nushi, M., & Momeni, A. (2022). A comparative study of university and private language institute EFL teachers' familiarity with and classroom practicality perceptions of dynamic assessment. Education and Self Development, 173(3), 25-49. https://doi:10.26907/esd.17.3.04 [DOI:10.26907/esd.17.3.04]
39. Önalan, O., & Karagül, A. E. (2018). A study on Turkish EFL teachers' beliefs about assessment and its different uses in teaching English. Journal of Language and Linguistic Studies, 14(3), 190-201. Retrieved from
40. https://files.eric.ed.gov/fulltext/EJ1193082.pdf
41. Rahmati, T., Sadeghi, K., & Ghaderi, F. (2019). English as a foreign language teacher immunity: An integrative reflective practice. Iranian Journal of Language Teaching Research, 7, 91-107.
42. Rea-Dickins, P. (2008). Classroom‐based language assessment. In E. Shohamy & N. H. Hornberger (Eds.), Encyclopedia of language and education: Language testing and assessment (pp. 255-270). New York: Springer and Business Media LLC.
43. Safdari, M., & Fathi, J. (2020). Investigating the role of dynamic assessment on speaking accuracy and fluency of pre-intermediate EFL learners. Cogent Education, 7(1), 1-19. [DOI:10.1080/2331186X.2020.1818924]
44. Sadeghi, K., & Jabbarnejad, L. (2012). An evaluation of EFL program objectives at tertiary level in Iran. Asean Journal of Teaching and Learning in Higher Education (AJTLHE), 4(2), 1-16. Retrieved from http://journalarticle.ukm.my/5274/1/1%2520AJTLHE%2520106.pdf
45. Struyven, K., Dochy, F., & Janssens, S. (2015). Students' perceptions about evaluation and assessment in higher education: A review. Assessment and Evaluation in Higher Education, 30(4), 325-341. [DOI:10.1080/02602930500099102]
46. Taras, M., & Davies, M. S. (2012). Perceptions and realities in the functions and processes of assessment. Active Learning in Higher Education, 14(1), 51-61. http://dx.doi.org/10.1177/1469787412467128 [DOI:10.1177/1469787412467128]
47. Troudi, S., Coombe, C., & Al-Hamliy, M. (2009). EFL teachers' views of English language assessment in higher education in the United Arab Emirates and Kuwait. TESOL Quarterly, 43(3), 546-555. [DOI:10.1002/j.1545-7249.2009.tb00252.x]
48. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
49. Yi, Y. (2013). Questions arising from the assessment of EFL narrative writing. ELT Journal, 67(1), 70-79. http://dx.doi.org/10.1093/elt/ccs062 [DOI:10.1093/elt/ccs062]

Add your comments about this article : Your username or Email:
CAPTCHA

Send email to the article author


Rights and permissions
Creative Commons License This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

© 2024 CC BY-NC 4.0 | International Journal of Research in English Education

Designed & Developed by : Yektaweb