Dynamic Assessment of EFL Learners' Listening Comprehension via Computerized Concept Mapping

Saman Ebadi*, Shokoufeh Vakili Latif**
* Assistant Professor in Applied Linguistics, English Language Department, Razi University, Kermanshah, Iran.
** Ph.D candidate in TEFL, English Language Department, Razi University, Kermanshah, Iran.
Periodicity:July - September'2015
DOI : https://doi.org/10.26634/jet.12.2.3613

Abstract

In Vygotsky's theory, learner's Zone of Proximal Development (ZPD) and autonomous performance could be further developed through social interaction with an expert. Computerized concept mapping enjoys the advantage of meeting learners' differences and therefore can be applied as a scaffold to support learning process.Taking a dynamic assessment approach, the present study surveyed the adequacy of computerized concept mapping as a scaffolding tool for the development of the two EFL learners' ZPD in the listening comprehension ability. The two learners, whose main problem with understanding listening passages was connecting the main points, were subjected to ten DA sessions and were involved in making concept maps for the listening passages. Results of this qualitative study indicated the movement of the learners along the continuum of mediation internalization to get closer to the self-regulation extreme which in turn denotes their getting higher levels of ZPDs of listening comprehension ability. This study implies that the constructivism nature of learning can finally lead to handing over the more autonomous and independent functioning to students. The findings of the study will shed light on compatibility of computerized concept mapping as an example of new technologies with dynamic assessment of listening comprehension and captures the microgenetic changes learners went through in getting higher levels of listening comprehension ability.

Keywords

Computerized Concept Mapping, DA, Listening Comprehension, Mediation.

How to Cite this Article?

Ebadi, S., and Latif, S.V. (2015). Dynamic Assessment of EFL Learners' Listening Comprehension via Computerized Concept Mapping. i-manager’s Journal of Educational Technology, 12(2), 29-41. https://doi.org/10.26634/jet.12.2.3613

References

[1]. Aljaafreh, A., & Lantolf, J. P. (1994). “Negative feedback as regulation and second language learning in the zone of proximal development”. Modern Language Journal, Vol. 78, pp. 465-483.
[2]. Ausubel, D. P. (1968). Educational Psychology: A Cognitive View. New York: Holt, Rinehart and Winston.
[3]. Ausubel, D. P., Novak, J. D. & Hanesian, H. (1978). Educational Psychology: A Cognitive View. 2nd edition. New York: Holt, Rinehart and Winston.
[4]. Birjandi, P. & Ebadi, S. (2012). “Microgensis in dynamic assessment of L2 learners' sociocognitive development via web 2.0.” Procedia - Social and Behavioral Sciences, Vol. 32, pp. 34-39.
[5]. Birjandi, P., Estaji, M. & Deyhim, T. (2013). “The Impact of Dynamic Assessment on Reading Comprehension and Metacognitive Awareness of Reading Strategy Use in Iranian High School Learners.” Iranian Journal of Language Testing, Vol .3 (2), pp. 60-77.
[7]. Embreston, E. S. (1987). “Toward development of a psychometric approach.” In C. S. Lidz (Ed.), Dynamic assessment: An interactional approach to evaluating learning potential, pp. 147-170. New York: Guilford Press.
[8].Fahim, M., & Amjadiparvar, A. (2012). “An investigation of the effect of concept mapping on improving Iranian EFL learners' listening comprehension ability.” Journal of American Science, Vol.8(6).
[9]. Feuerstein, R., Rand, Y., & Hoffman, M. B. (1979). “The dynamic assessment of retarded performers: The Learning Potential Assessment Device, Theory, Instruments, and Techniques.” Baltimore, MD: University Park Press.
[10]. Hwang, G. J. (2003). “A conceptual map model for developing intelligent tutoring systems.” Computers & Education, Vol. 40(3), pp. 217-235, 282.
[11]. Hwang, G. J., Wu, P. H., & Kuo, F. R. (2013). “Effects of Touch Technology-based Concept Mapping on Students' Learning Attitudes and Perceptions.” Educational Technology & Society, Vol. 16 (3),pp. 274–285.
[12]. Kwon, S. Y., & Cifuentes, L. (2009). “The comparative effect of individually-constructed vs Collaborativelyconstructed computer-based concept maps.” Computers & Education, Vol. 52(2), pp. 365-375.
[13]. Lantolf, J. (2000). “Second language learning as a mediated process.” Language Teaching, Vol. 33, pp. 79-96.
[14]. Marchand, C., d'Ivernois, J. F., Assal, J. P., Slama, G. & Hivon, R. (2002). “An analysis, using concept mapping, of diabetic patients' knowledge, before and after patient education.” Medical Teacher, Vol. 24 (1), pp. 90-99.
[15]. Novak, J. D. (1977). A Theory of Education. Ithaca, NY: Cornell University.
[16]. Novak, J. D. & Cañas, A. J. (2008). “The theory underlying concept maps and how to construct and usethem.” Technical Report IHMC CmapTools 2006-01 Rev 01-2008, Florida, Institute for Humanand Machine Cognition. [verified 23 May 2012].
[17]. Nunan, D. (1999). Second Language Teaching & Learning. Boston: Heinle & Heinle.
[18]. Poehner, M. E. (2007). “Beyond the Test: L2 Dynamic Assessment and the Transcendence of Mediated Learning.” The Modern Language Journal, Vol. 91, pp. 323-340.
[19]. Poehner, M.E. (2008). “Dynamic Assessment: A Vygotskian approach to understanding and promoting second language development.” Berlin : Springer Publishing.
[20]. Prinsen, F. R., Volman, M. L. L., Terwel, J., & van den Eeden, P. (2009). “Effects on participation of an experimental CSCL programme to support elaboration: Do all students benefit?” Computers and Education, Vol. 52 , pp. 13–125.
[21]. Ruiz-Primo, M. A., Shavelson, R. J., & Schultz, S. E. (1997). “On the validity of concept map- based assessment interpretations: An experiment testing the assumption of hierarchical concept maps in science.” Center for the Study of Evaluation (CSE), Report No. 445. Los Angeles, CA: Graduate School of Education & Information Studies University of California.
[22]. Sabbaghan, S., & Ansarian, F. (2013). “Do they know that they know? EFL learners' attitude towards concept mapping in listening comprehension.” International Journal of Research Studies in Educational Technology, Vol. 2 (1), pp. 57-70.
[23]. Sahin, A., Aydin, G., & Sahin, E. (2009). “Effect of the Computer-Based Concept Maps on Comprehension of the Listened Text and Retention.” European Journal of Educational Studies. Vol. 1(2), pp. 109-115.
[24]. Tajeddin, Z., & Hosseinpur, R. M. (2014). “The role of consciousness raising tasks on EFL learners` microgenetic development of request pragmatic knowledge.” Iranian Journal of Applied Linguistics, Vol. 17 (1), pp.147-187.
[25]. Van, L, L. (1988). The Classroom and the Language Learner. London: Longman.
[26]. Vygotsky, L. S. (1986). Thought and language, A. Kozulin (Ed. and Trans.), Cambridge, MA: MIT Press.
[27]. Vygotsky, L. S. (1987). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
[28]. Xiaoxiao, L., & Yan, L. (2010). “A case study of dynamic assessment in EFL process writing.” Chinese Journal of Applied Linguistics, Vol. 33 (1), pp. 24-40.
If you have access to this article please login to view the article or kindly login to purchase the article

Purchase Instant Access

Single Article

North Americas,UK,
Middle East,Europe
India Rest of world
USD EUR INR USD-ROW
Pdf 35 35 200 20
Online 35 35 200 15
Pdf & Online 35 35 400 25

Options for accessing this content:
  • If you would like institutional access to this content, please recommend the title to your librarian.
    Library Recommendation Form
  • If you already have i-manager's user account: Login above and proceed to purchase the article.
  • New Users: Please register, then proceed to purchase the article.