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Estaji, Masoomeh, Toosi Tehrani, Sara. (1400). Examining the Predictive Power of Pedagogical Style in Determining the Young Learners EFL Instructors’ Perception of Dynamic Assessment. نشریه علمی دانشگاه سیستان و بلوچستان, (), -. doi: 10.22111/ijals.2021.32145.2013
Masoomeh Estaji; Sara Toosi Tehrani. "Examining the Predictive Power of Pedagogical Style in Determining the Young Learners EFL Instructors’ Perception of Dynamic Assessment". نشریه علمی دانشگاه سیستان و بلوچستان, , , 1400, -. doi: 10.22111/ijals.2021.32145.2013
Estaji, Masoomeh, Toosi Tehrani, Sara. (1400). 'Examining the Predictive Power of Pedagogical Style in Determining the Young Learners EFL Instructors’ Perception of Dynamic Assessment', نشریه علمی دانشگاه سیستان و بلوچستان, (), pp. -. doi: 10.22111/ijals.2021.32145.2013
Estaji, Masoomeh, Toosi Tehrani, Sara. Examining the Predictive Power of Pedagogical Style in Determining the Young Learners EFL Instructors’ Perception of Dynamic Assessment. نشریه علمی دانشگاه سیستان و بلوچستان, 1400; (): -. doi: 10.22111/ijals.2021.32145.2013

Examining the Predictive Power of Pedagogical Style in Determining the Young Learners EFL Instructors’ Perception of Dynamic Assessment

Iranian Journal of Applied Language Studies
مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 05 دی 1400  XML
نوع مقاله: Research Paper
شناسه دیجیتال (DOI): 10.22111/ijals.2021.32145.2013
نویسندگان
Masoomeh Estaji email ؛ Sara Toosi Tehrani
Allameh Tabataba'i University
چکیده
This study examined if the pedagogical style of young learners’ EFL instructors could predict their perception of dynamic assessment (DA). In this sequential mixed methods study, 120 young learners’ EFL instructors, including 30 male and 90 female participants, were selected through convenience sampling. To collect the data, two questionnaires, namely Teaching Style Questionnaire (Grasha, 2002) and DA Perception Questionnaire (Karimi & Shafiee, 2014), were employed. Regarding the qualitative phase, the researchers conducted a semi-structured interview with 15 participants. The findings of Pearson Product Moment correlation indicated that there was no statistically significant relationship between the pedagogical style of the young learners’ EFL instructors and their perception of DA in the classroom. However, the findings of multiple regression revealed that the personal model style of young learners’ EFL instructors predicted their perception of DA. The findings of qualitative data analysis showed that using portfolios, keeping records, taking tests, and periodic assessment of the students were among the techniques that could be applied to effectively assess learners in the classroom. The research participants also referred to the conformity of assessment to instruction and the effectiveness of teachers’ teaching style, expertise, and experience in better assessment of the students in the classroom.
کلیدواژه‌ها
Assessment؛ Dynamic Assessment (DA)؛ pedagogical style؛ teacher’s perception؛ young learners’ EFL instructors
آمار
تعداد مشاهده مقاله: 123


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