درک و تمرین ارزیابی تامل‌گرایانه توسط فراگیران زبان انگلیسی و تاثیر آن بر دستاوردهای زبان عمومی آن‌ها

هدف مطالعۀ حاضر، بررسی نقش اجرای استراتژی های ارزیابی تامل گرایانه و درک دانشجویان زبان انگلیسی از آن هاست. شرکت کنندگان مرحلۀ کمّی، 90 دانشجوی رشتۀ مهندسی کامپیوتر در دانشگاه شهید بهشتی بودند که در کلاس های زبان عمومی شرکت کردند. دو کلاس انتخاب و به صورت تصادفی به دو گروه آزمایش و کنترل تقسیم شدند. فراگیران سطح متوسط بر اساس نمرۀ oxford placement test انتخاب شدند. پس از پیش آزمون، دانشجویان گروه آزمایش، استراتژی های ارزیابی تامل گرایانه (ellis, 2001) را تمرین کردند، اما در گروه کنترل، روند عادی کلاس انجام شد. پس از ده جلسه، امتحان پس آزمون و با فاصلۀ 4 هفته ای آزمون حفظ برگزار شد. در مرحلۀ کیفی، 45 دانشجو (گروه آزمایش) انتخاب شدند و برداشت آن ها از ارزیابی تامل گرایانه با استفاده از سوالات و پرسش نامه (kourilenko, 2013) استخراج شد. برای تحلیل داده های کمی، از آزمون های تی وابسته و تی مستقل استفاده شد و برای تحلیل داده های کیفی، از تحلیل محتوا استفاده شد. نتایج نشان داد که تمرین استراتژی های ارزیابی تامل گرایانه تاثیر مثبتی بر نمرات پس آزمون و آزمون حفظ فراگیران دارد. تحلیل داده های کیفی نشان داد که فراگیران زبان انگلیسی، رویکرد مثبتی نسبت به ارزیابی تامل گرایانه دارند و افزایش روحیۀ جمعی، آگاهی نسبت به خطاها، و افزایش انگیزۀ یادگیری به منزلۀ پرتکرارترین موارد سودمندی و نداشتن زمان و دانش کافی، خسته کننده بودن تکرار مطالب و عدم همکاری برخی دانشجویان به منزلۀموانع ارزیابی تامل گرایانه مطرح شدند. نتایج این مطالعه ممکن است پیامدهای مفیدی برای یادگیرندگان و معلمان زبان انگلیسی و طراحان مواد درسی داشته باشد.

EFL Learners’ Perceptions and Practices of Reflective Assessment and Its’ Impact on Their General English Achievements

The purpose of the study was to investigate the role of practicing reflective assessment (RA) strategies in language classroom and to examine EFL learners rsquo; perceptions regarding RA. In order to do so, the following research questions and hypotheses were answered:Research questions:Does applying RA strategies impact EFL learners rsquo; achievements in General English (GE) classes?Is there any statistically significant difference in posttest scores of EFL learners who practiced RA strategies and who did not?Is there any statistically significant difference in retentiontest scores of EFL learners who practiced RA strategies and who did not?What are EFL learners rsquo; perceptions regarding the application of RA strategies in language classroom? Research hypotheses:Applying RA strategies does not impact EFL learners rsquo; achievements in General English classes.There is not any statistically significant difference in posttest scores of EFL learners who practiced RA strategies and who did not.There is not any statistically significant difference in retentiontest scores of EFL learners who practiced RA strategies and who did not.This study followed a mixedmethods design and both quantitative and qualitative data were used. The participants of the quantitative phase were 90 Computer Engineering students at Shahid Beheshti University who took part in General English (GE) classes. Two classes were selected and randomly assigned to experimental and control groups. Intermediatelevel learners were selected based on their Oxford Placement Test rsquo;s scores. After pretest, in the experimental group, the students practiced Ellis's (2001) RA strategies, but in the control group, the normal course of class was followed. Five RA strategies (Ellis, 2001) were practiced in the experimental group. They were I Learned Statement, Talk about it (Think Aloud), Clear and unclear windows, The week in review, and Record keeping: After ten sessions, the posttest was administered and four weeks later, delayed posttest was administered. Considering the qualitative phase of the study, the participants were 45 computer engineering students (experimental group) and their perceptions regarding RA were extracted using questions and a questionnaire (Kourilenko, 2013). To do so, the participants were asked to complete a questionnaire and answer two interview questions regarding the application of RA and its impact on their English language achievements. After both quantitative and qualitative data collection, the data were analyzed. For quantitative data analysis, pairedsamples ttest and independentsamples ttests were used, and for qualitative data analysis, content analysis was run. The results revealed that the practice of RA strategies had a positive impact on EFL learners rsquo; GE achievements (t (44) = 8.7, p<0.05). Furthermore, it was found that there were statistically significant differences between experimental and control groups rsquo; scores in posttest (t (88) = 3.25, p< 0.05) and retention test (t (88) = 4.58, p< 0.05). According to the data, EFL learners, who practiced RA strategies, had higher scores in their posttest and retentiontest compared to their control group counterparts. Besides, the analysis of the qualitative data showed that EFL learners had a positive approach to RA, and themes like increased collective morale, enhanced awareness of errors, and increased motivation to learn were the most frequent ones regarding positive impacts of RA and lack of time and knowledge, tediousness of overpracticing, and lack of students rsquo; cooperation were found to be obstacles in practicing RA in the language classroom. The results of this study may have beneficial implications for EFL learners, teachers and material developers. EFL learners can apply different RA strategies in their learning process to increase their awareness of what they have learned and how they have learned them. EFL teachers should encourage their learners to practice RA strategies and provide them with appropriate feedback to help them improve their learning. Finally, EFL material developers can insert activities in the books and educational materials which trigger students rsquo; reflection. Moreover, they can design activities which motivate learners to write reflective journals and record their scores in order to follow the way of their progress. Overall, this study revealed that practicing RA strategies are beneficial in language classroom and EFL learners have positive attitudes toward it. It is noteworthy to state that this is the first study conducted in Iran considering the implementation of RA and its effectiveness in the language classroom. It is hoped that it paves the way for further research in the realm of RA in Iran.