探索计算机动态评估对反身代词显性和隐性知识的影响:大脑优势的中介作用

IF 4.9 1区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH System Pub Date : 2024-11-26 DOI:10.1016/j.system.2024.103537
Hossein Kargar Behbahani , Sedigheh Karimpour
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引用次数: 0

摘要

对以产品为导向的静态评估形式的不满导致了以过程为导向的测试或动态评估的出现。学习者参与评价过程可以提高他们的学习自主性,帮助他们更深入地处理语言特点。为此,本研究探讨了计算机化动态评估对伊朗大学英语学习者反身代词显性和隐性知识的影响,以及大脑优势的调节作用。借鉴维果茨基的社会文化理论,采用定量准实验前测后测对照组设计,将两个完整的班级(N = 62)随机分配到实验组和对照组,利用方差分析和 t 检验进行严格的统计分析,结果显示实验组学习者在后测的显性和隐性知识方面的表现均优于对照组。我们的研究结果表明,显性知识和隐性知识之间存在着很强的衔接关系,这是对衔接立场的支持。此外,研究结果表明,不同半球偏好的学习者从计算机动态评估中获益的方式相似。这项研究的实际意义表明,计算机化动态评估在适应不同半球倾向方面是多么灵活,以及它在包容性语言教学和发展反身代词的显性和隐性知识方面的能力和可能性。
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Exploring the impact of computerized dynamic assessment on the explicit and implicit knowledge of reflexive pronouns: The mediating role of brain dominance
Dissatisfaction with product-oriented and static forms of assessment led to the emergence of process-oriented testing or dynamic assessment. Learners' involvement in the assessment process can enhance their learning autonomy and help them process linguistic features more deeply. In this regard, this study explored the impacts of computerized dynamic assessment on the explicit and implicit knowledge of reflexive pronouns and the moderating impact of brain dominance among university-level English language learners in Iran. Drawing on Vygotsky's sociocultural theory and employing a quantitative quasi-experimental pretest posttest control group design with two intact classes (N = 62) randomly assigned to experimental and control groups, the rigorous statistical analyses using ANOVAs and t-tests revealed the superior performance of the learners in the experimental group over the control group in both explicit and implicit knowledge on the posttest. As a support for the interface position, our findings highlighted a strong interface between explicit and implicit knowledge. In addition, the study findings indicated that learners with different hemispheric preferences benefitted from computerized dynamic assessment in similar fashions. Practical implications of the study signify how flexible computerized dynamic assessment is to fit different hemispheric tendencies and its affordances and possibilities for inclusive language instruction and the development of both the explicit and implicit knowledge of reflexive pronouns.
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来源期刊
System
System Multiple-
CiteScore
8.80
自引率
8.30%
发文量
202
审稿时长
64 days
期刊介绍: This international journal is devoted to the applications of educational technology and applied linguistics to problems of foreign language teaching and learning. Attention is paid to all languages and to problems associated with the study and teaching of English as a second or foreign language. The journal serves as a vehicle of expression for colleagues in developing countries. System prefers its contributors to provide articles which have a sound theoretical base with a visible practical application which can be generalized. The review section may take up works of a more theoretical nature to broaden the background.
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Conceptualising the actual L2 self into the L2 motivational self system “I am feeling alive again”: Transformative learning between two female transnational scholars of color through duoethnography The role of task repetition in shaping L2 writing self-efficacy, L2 writing anxiety, and L2 written production Fun, money, and mom: Japanese EMI students’ desire to study abroad
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