IntroductionTesting and assessment tools evaluate students’ performance in a foreign language. Moreover, the ultimate goal of tests is to reinforce learning and motivate students. At the same time, instructors can gather information about learners’ current level of knowledge through assessment to revise and enhance their teaching. This study aimed to investigate the effect of Dynamic Assessment on Iranian English as a Foreign Language (EFL) learners’ speaking skills by considering language learners’ cognitive styles (field dependence and field independence).MethodsFor this purpose, 60 Iranian intermediate-level EFL female learners were selected through convenience sampling from three language institutes with similar teaching methods in Shiraz, Iran. The current study has a quasi-experimental design since randomization was impossible. First, the authors used the Nelson Proficiency test and interview to determine the participants’ proficiency level and speaking ability, respectively. Next, they took the group embedded figures test (GEFT) to determine the participants’ type of cognitive style (field dependence or field independence). Next, the participants were randomly assigned to two experimental (FD and FI learners with the dynamic assessment) and two control groups. Paired and independent-sample t-test were applied to analyze the data.Results and discussionResults revealed that although dynamic assessment was effective for both experimental groups, the Field-dependent group with dynamic assessment outperformed the other. Thus, it can be concluded that in addition to the dynamic assessment, language learners’ cognitive style can also play a vital role in increasing the assessment effectiveness. This type of assessment attracts instructors’ attention to learners’ potential to help the language learners gradually improve their performance. In addition, language institutes can introduce this new way of assessment in their advertisements and attract more students, leading to higher income and publicity for them.
Vocabulary is an essential language component that will affect all four language skills. Therefore, any technique that can help promote vocabulary learning should be encouraged. The current study aimed to explore the effect of first-language translation on Iranian intermediate extroverted and introverted EFL learners’ vocabulary learning. The authors chose 80 Iranian EFL learners using convenience sampling and applied a quasiexperimental design for the research. First, they administered the Oxford Placement Test, the Eysenck personality questionnaire, and a vocabulary pretest and posttest. Then, the treatment started using the first language to teach vocabulary to introverted and extroverted learners. The findings showed that first-language translation had a statistically significant effect on developing Iranian intermediate extroverted EFL learners’ vocabulary learning. The results implied that the instructors could use L1 in teaching a language in general and vocabulary in specific as an effective strategy, just for extroverted learners, as it was found ineffective for introverted learners. Furthermore, the results showed that L1 translation as a learning strategy can be more effective for vocabulary learning by extrovert EFL learners than introverts. Therefore, it can be concluded that the learners’ personality traits should be considered in teaching and learning vocabulary, but as a supplementary teaching strategy since using the first language was just effective for parts of the learners, extroverts.
The present paper focuses on the tradition of women"s circumsicion in the African tribe of Olinkan in Alice Walker"s Possesing the Secret of Joy. The Olinkans are asked by the white settlers to stop women"s mutilation, but Olinkan men continue this custom stealthily to ensure their patriarchial dominance. This novel is a complicated juxtaposition of two different types of oppression: one by White male colonizers over an African native land, and the other one by the native Olinkan men over native women. In this juxtaposition women and land are both victims exploited and manipulated by men, no matter Black or White. This novel is also seen as a fertile ground to analyze the dual domination of both nature and women by the Olinkan men and White colonizers who are both trying to impose their androcentric rules that are created to dominate women and land, respectively.
Feelings and emotions play a prominent role in the motivation and academic performance of students. Considering this importance, this study aimed to compare the achievement emotions of students in two educational environments, traditional face-to-face classes and online classes, grown after the outbreak of the COVID-19 pandemic. To achieve this goal, 92 university students who had the experience of the two modes of education evaluated their emotions in these contexts. The findings indicated that university students had better class-related and learning-related feelings (enjoyment, hope, and pride) in traditional face-to-face education. These students also reported feeling angrier in online classes. Differences in other emotions, such as anxiety, hopelessness, boredom, and shame, were not significant. Test-related emotions of students were rather similar in these two educational contexts. Although traditional face-to-face education produced more positive emotions in students, 29.7% of the students preferred to continue their studies in online mode. Blended education can help students make optimum use of available resources. The findings can be of use to educational policymakers, curriculum planners, teachers, and students. Received: 31 January 2022Accepted: 19 October 2022
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