كليدواژه :
conditional structures , dynamic assessment , mediation , sandwich format DA
چكيده لاتين :
The major purpose of the present study was to uncover if the structural
complexity of type I and type II conditionals can greatly be mitigated
by applying the sandwich format of Dynamic Assessment (DA). More
specifically, this study aimed at investigating the contributory role of
DA in improving intermediate EFL learners’ acquisition of conditional
structures. To this end, a quasi-experimental pretest- posttest design
was utilized. From the target population of students studying English
at one of the language institutes in Isfahan, two intact classes were
selected based on a convenient sampling method. The age of the
participants was between and . Subsequently, they were
randomly assigned to two equal groups receiving their instruction
through the present, practice, produce (PPP) method, and the treatment
group members were exposed to the sandwich format of DA. The
findings revealed that the students in the experimental group
significantly outperformed those in the control group on the immediate
and delayed post-test. The results indicated that interaction, mediation,
and feedback were important factors helping EFL students overcome
the challenging task of learning conditionals. Notably, the findings
may have important implications for EFL, learners, teachers, and
materials developers.
