چکیده:
The current emphasis on higher order thinking skills (HOTS) has inspired many EFL educators to explore the impact of merging different pedagogical teaching and assessment strategies on the enhancement of thinking skills. Responding to such a growing need to investigate the effect of diverse teaching strategies on HOTS, the present study aimed to explore the impact of the integration of portfolio assessment (PA), multiple intelligences (MI), and dialogic feedback (DF) on development of HOTS. Forty participants in two intact advanced classes were randomly assigned to control and treatment groups, receiving writing-based portfolio assessment (WBPA) and MI-oriented portfolio assessment with dialogic feedback (MIWBPADF), respectively. In the experimental group, the participants‘ MI was initially measured and the data were used as a basis for grouping learners with the same dominant intelligence type in the same group. The participants in the MI-oriented portfolio assessment with dialogic feedback group received activities compatible with their dominant intelligence. The results of MANOVA revealed that the experimental group outperformed the other group with regard to their higher order thinking skills. The findings underscore the necessity of taking learners‘ intelligences as a criterion for task selection and delivering feedback dialogically as instructional techniques for the enhancement of HOTS. This study has implications for teaching higher order thinking in EFL contexts.
خلاصه ماشینی:
"In another study, As assessment techniques and instructional strategies accommodating the various learning styles and individual differences can better foster learning and thinking (Buch& Bartley, 2002), many EFL researchers attempted to apply Gardner‘s theory of Multiple Intelligences to language teaching programs.
The following research question was formulated: Does the integration of multiple intelligence-oriented portfolio assessment with dialogic feedback enhance Iranian EFL learners' higher and lower order thinking skills?
Data Analysis The researchers analyzed the research data via a multivariate ANOVA (MANOVA) to investigate the effect of merging multiple intelligence oriented writing activities and dialogic feedback with portfolio assessment on the enhancement of Iranian EFL learners‘ higher and lower order thinking skills.
DISCUSSION The research question of the present study probed the effectiveness of the integration of dialogic feedback and multiple intelligences with writing- based portfolio assessment on the enhancement of higher and lower order thinking skills.
It seems that the deficiency of public schools and universities in satisfying students' ever-increasing need to learn higher- order thinking skills can be compensated for by the use of an MI-oriented writing-based portfolio assessment with dialogic feedback which spotlights the individual‘s needs, learning styles and learning strategies.
CONCLUSION AND IMPLICATIONS This study set forth to explore the impact of a multiple intelligence-based portfolio assessment along with dialogic feedback on the Iranian EFL learners‘ enhancement of higher order thinking skills in writing."