The comparative effects of consciousness raising tasks and dynamic assessment on morphological awareness: the case of pre-intermediate EFL learners

نویسندگان

چکیده

Abstract Finding out which teaching strategies best support students learning is a key objective of educational research. Knowing this, this study investigated the comparative effects consciousness-raising (CR) tasks and dynamic assessment (DA) on morphological awareness in an Afghani EFL context. To achieve 90 grade 11 learners from three intact classes were selected through convenience sampling procedure assigned to DA, CR, control groups, respectively, with same number participants each condition. A nonrandomized pretest–posttest design was carried out. The results Oxford quick placement test revealed that had pre-intermediate English proficiency. assess learners’ awareness, two different tests given both prior treatment right after it. DA group received interactionist target morphemes, CR instruction form, nothing. one-way between-groups ANOVA groups significantly outperformed post-test. further post hoc analysis using Bonferroni adjustment demonstrated difference between also statistically significant small effect size (eta squared = 0.042), substantiating superiority over awareness. theoretical pedagogical implications are discussed.

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ژورنال

عنوان ژورنال: Language Testing in Asia

سال: 2023

ISSN: ['2229-0443']

DOI: https://doi.org/10.1186/s40468-023-00231-7