چکیده:
Abstract In Iran, most English teachers’ method of teaching writing is merely to have students do some writing exercises or simply to give them writing tests without any instruction, but writing is not an easy task for students, and teachers should be able to do more to facilitate their students’ writing. One of the ways to aid writing is dynamic assessment via graduated prompt. The graduated prompting procedure provides intervention in the form of predetermined standardized prompts that are sequenced from general to more specific. The present study aimed at investigating the effect of DA on the improvement of Iranian intermediate EFL learners’ picture-cued writing tasks. The study was conducted with 35 Iranian EFL learners (male and female) who were randomly selected from an available population pool of 70 EFL learners enrolled in two language institutes in Esfahan, Iran. The data were collected via a pretest, a posttest and a questionnaire. The analysis of the test scores through t-test revealed that the experimental group did statistically better in the test. Furthermore, almost all of the participants held positive attitudes toward writing, and their confidence in their own English writing ability increased. The implication of the study is that dynamic assessment via graduated prompt can be incorporated into the regular writing program.
خلاصه ماشینی:
Key words: dynamic assessment, graduated prompting procedure, picture-cued writing task Introduction In second/foreign language programs, there has been a long tradition of standardized testing as the most dominant and user-friendly procedure to assess the students' language proficiency levels for such diverse goals as diagnostic, placement and selection (Shabani, 2012).
e. Can graduated prompting procedure of DA significantly improve Iranian intermediate EFL learners’ picture-cued writing tasks?), the scores of the control and experimental groups were compared by using paired sample t-test.
e. Does gender of Iranian intermediate EFL learners have any significant effect on picture-cued written tasks through graduated prompting procedure of DA?), the differences between the scores of pretest and posttest were compared.
The results of sample t-test {مراجعه شود به فایل جدول الحاقی} Discussion The aim of this study was to see whether graduated prompting procedure of DA has any effect on EFL learners’ picture-cued writing tasks.
In other words, the results of the statistical analysis indicated that students who were in the experimental groups performed significantly better (p Thus, graduated prompting procedure of DA can significantly improve Iranian intermediate EFL learners picture-cued writing tasks compared with NDA learners.
In order to check whether the gender of Iranian intermediate EFL learners have any significant effect on picture-cued written tasks through graduated prompting procedure of DA, the researchers used t- test to compare the mean differences in pretest and posttest in the experimental group between male and female.