Exploring the Effects of Dynamic Assessment on Improving Iranian Quran Learners’ Recitation Performance

Document Type : Original Article

Authors

1 Assistant Professor, Teaching English and Linguistics Department, University of Ayatollah Burojerdi, Burojerd, Iran

2 Ph.D. in Applied Linguistics (TEFL), Department of General Courses, Ahavaz Jundishapur University of Medical Sciences, Ahvaz, Iran.

3 Assistant Professor, Department of Quranic and Hadith Sciences, University of Ayatollah Burojerdi, Burojerd, Iran

10.34785/J014.2023.010

Abstract

Although Dynamic Assessment (DA), rooted in Vygotsky’s (1978) Zone of Proximal Development (ZPD) notion, has been extensively researched in teaching English as a foreign language, it has remained largely unexplored in teaching Arabic as a foreign language. To bridge this long-lasting gap, this study purports to investigate the effects of DA on improving Iranian Quran learners’ recitation performance. For this purpose, two intact grade 7 classes were selected at a public high school in Borujerd city, Iran, and were assigned randomly as DA group (n=21) and non-DA group (n=23). Later, they went through a pre-test, intervention (offered based on the principles and procedures of DA for the DA group and held in 15 sessions), immediate post-test, and delayed post-test. The collected data were analyzed through a one-way ANCOVA. Findings documented that the DA group outperformed the non-DA group on the immediate post-test. Additionally, the results evidenced that the DA group outweighed the control group on the delayed post-test. The study ends with proposing some implications in consistent with the tenets of Sociocultural theory.

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Main Subjects

References

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Critical Literary Studies
Volume 5, Issue 1 - Serial Number 9
January 2023
Pages 159-176

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History

  • Receive Date: 14 December 2021
  • Revise Date: 08 March 2022
  • Accept Date: 25 August 2022

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