English Department, Torbat-e Heydarieh Branch, Islamic Azad University, Iran.
Abstract
This study investigated the impact of electronic–based dynamic assessment on the listening skill of Iranian EFL learners to achieve this goal, a group of 40 female EFL upper-intermediate students(aged between 26 to 38 years old) from to language institutes were selected as the participants of the study after administering a Quick Placement Test(QPT)to a larger population of EFL learners (N=65).All of the selected to female EFL upper intermediate student were administered a Listening Test (IELTS Format) as the pretest and posttest to assess the participants' listening comprehension . Participants were divided in two control (N=20) and experimental (n=20) groups. The learners in experimental group were taught the listening skill via Dynamic Assessment through virtual electronic- based classroom and the learners in control group were taught listening skill via traditional dynamic assessment in a physical language classroom. A quasi-experimental pretest and post-test design was employed. After three – month study, the participants in experimental group meaning that electronic –based dynamic assessment can significantly affect the listening skill of Iranian EFL learners.
Ashraf, H., Motallebzadeh, K., Ghazizadeh, F. (2016). The Impact of Electronic–Based Dynamic Assessment on the Listening Skill of Iranian EFL Learners. International Journal of Language Testing, 6(1), 24-32.
MLA
Hamid Ashraf; Khalil Motallebzadeh; Faezeh Ghazizadeh. "The Impact of Electronic–Based Dynamic Assessment on the Listening Skill of Iranian EFL Learners". International Journal of Language Testing, 6, 1, 2016, 24-32.
HARVARD
Ashraf, H., Motallebzadeh, K., Ghazizadeh, F. (2016). 'The Impact of Electronic–Based Dynamic Assessment on the Listening Skill of Iranian EFL Learners', International Journal of Language Testing, 6(1), pp. 24-32.
VANCOUVER
Ashraf, H., Motallebzadeh, K., Ghazizadeh, F. The Impact of Electronic–Based Dynamic Assessment on the Listening Skill of Iranian EFL Learners. International Journal of Language Testing, 2016; 6(1): 24-32.
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