Probing into the Effects of Computerized Dynamic Assessment on Grammar Learning: The Mediating Role of Working Memory

Document Type : Research Paper

Authors

1 Department of Foreign Languages and Linguistics, Shiraz University, Shiraz, Iran

2 Department of General Courses, Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran

3 Department of English, Faculty of Humanities, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran

Abstract

This study investigates the impact of computerized dynamic assessment (C-DA) on grammar learning among Iranian EFL learners, focusing on the moderating role of working memory (WM). A nonrandomized pretest-posttest control group design was employed, with 60 male learners aged 17 to 18 divided into experimental and control groups. The participants were assessed using the Oxford Quick Placement Test (OQPT) to determine language proficiency and a researcher-made test to measure knowledge of past perfect tense. The intervention involved C-DA sessions conducted via the Google Meet platform for the experimental group, while the control group received traditional teacher-fronted lessons. Results from independent-sample t-tests and one-way between-groups ANOVAs revealed a significant improvement in grammar learning among the experimental group compared to the control group. However, no discernable difference was found in the performance of high and low WM learners in response to C-DA. These findings highlight C-DA's potential as a practical instructional approach for grammar learning in EFL contexts. They underscore the need for further research to explore its utility across different learner profiles.

Keywords

References

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Iranian Journal of Applied Language Studies
Volume 16, Issue 2
October 2024
Pages 107-128

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