چکیده:
The present study reports the results of a dissertation aimed at consolidating assessment and
instruction of L2 pragmatics comprehension by drawing on an interventionist computerized
dynamic assessment (C-DA) through which the test was embodied by providing graduated
hints (from the most explicit to the most implicit) which were standardized for all test takers.
To do so, a web-based software, called a Computerized Dynamic Assessment of Speech
Acts, Routines, and Implicatures (CDASRI), accessible at http://da-pragmatics.com, was
developed. Then, 137 upper-intermediate or advanced high school and university students
ranging in age from 16 to 36 from two provinces of Khorasan Razavi and Golestan, Iran,
were selected based on convenience sampling, who voluntarily took part in the study. Based
on how many hints or mediations were used by each test-taker, the CDASRI provided three
scores: actual score (traditional score), mediated score, and learning potential score (LPS).
The results of the study indicated that the test could improve test takers‟ pragmatic
comprehension competence. Moreover, the significant difference between the mediated
(using hints) and actual (without hints) scores of learners accounted for the fact that because
of test-takers‟ different Zone of Proximal Development (ZPD) levels, their level of
responsiveness to mediation was significantly different from one another. Hence, it can be
concluded that traditional non-dynamic test loses sight of a big part of learners‟ abilities
through neglecting learners‟ potentialities and putting emphasis only on their preliminary
performance. The study concludes with some pedagogical implications for language teachers
and instructors who seek an effective perspective for their assessment and instruction.
خلاصه ماشینی:
The goal of the present study relates to the implementation of pragmatic tests of speech acts, routines, and implicatures using dynamic assessment of computer-mediated communication (CMC) in Iranian EFL contexts.
Consequently, in line with previous research in other areas of language learning and considering the Iranian EFL learners‟ problems regarding pragmatic development, it seems desirable to investigate the effectiveness of dynamic Zangoei, Zareian, Adel & Amirian/The impact of computerized dynamic …… 144 assessment for the most prominent elements of ILP namely speech acts, routines, and implicatures.
At long last, Kamrood, Davoudi, Amirian, and Ghaniabadi (2018) conducted a study over the effectiveness of an interventionist DA approach on Iranian EFL listening and reading performance on the TR tasks that are more challenging and difficult than the original DA tasks via developing an online computerized dynamic test of English listening skill.
Therefore, to fill this gap, the researchers contemplating on the applicability of an interventionist DA approach through providing pre- 147 Journal of Modern Research in English Language Studies 6(4), 139-165, (2019) planned hints in an interactionist process, aims to develop and validate an online pragmatic test to assess Iranian EFL learners‟ pragmatic knowledge and provide effective instruction to develop their ILP competence synchronously.
The sample in this phase included 269 university and high school students participated in the study to locate the participants‟ levels, response patterns, have item analysis, and discover the probable relationships among variables of language proficiency, self-regulated learning in listening, willingness to communicate in speaking, and pragmatic listening comprehension of Iranian EFL learners, as well as, the best fit model for them.