Title of article :
The EffectofTeacher-VersusPeer-Mediated DynamicAssessmentInstructiononIranian EFLLearners’VocabularyLearning
Author/Authors :
Sadighi, Firooz Department of Foreign Languages Shiraz Branch - Islamic Azad University Shiraz, Iran , Jamasbi, Fatemeh Department of Foreign Languages Shiraz Branch - Islamic Azad University Shiraz, Iran
Abstract :
Based onsocioculturaltheory,learninganddevelopment
are inextricablyconnected.Thepresentstudyaimedtoexploretheap-
plicabilityofTeacher-DynamicAssessment(Teacher-DA)versusPeer-
DynamicAssessment(Peer-DA)onIranianEFLlearners’readingvo-
cabulary learning.Tothisaim,twointactclassesof40femaleinterme-
diate EFLstudentswereassignedtotheexperimentalgroup1(learning
new wordsthroughteacher-mediation)andexperimentalgroup2(learn-
ing newwordsthroughpeer-mediation).Avocabularytestbasedon
VocabularyKnowledgeScale(VKS)wasusedbothaspre-andpost-
tests. InbothclassesinterventionistDynamicAssessment-sandwichfor-
mat wasused.Theresultsofstatisticalanalysisobtainedfromindepen-
dentsamplet-testandpairedsamplet-testrevealedthatthoughboth
peerandteachermediationcouldimprovestudents’vocabularylearn-
ing duringthecourseofinstruction,peermediationprovedtobemore
effectiveonthelearners’readingvocabularylearning.Byaudiorecord-
ing experimentalclass2,theextentofcollaborationthatoccurredwith
eachgroupwasdetermined.
Keywords :
peermediation , teachermedia- tion , vocabularylearning , Dynamicassessment
Journal title :
Journal of Studies in Learning and Teaching English
