The Effect of Participatory Evaluation on the Vocabulary Knowledge of Non-Iranian Persian Learners

Document Type : Research Paper

Authors

1 M. A. of Teaching Persian Language, Imam Khomeini International University, Qazvin, Iran.

2 Department of Linguistics and AZFA, Faculty of Literature and Humanities, Imam Khomeini International University, Qazvin, Iran.

3 Department of English Language, Faculty of Literature and Humanities, Imam Khomeini International University, Qazvin, Iran.

Abstract

The purpose of this study is the effect of participatory evaluation on the level of Persian lexical knowledge of non-Iranian students; The statistical population of this study was Arabic-language students of advanced level of Persian language teaching center of Imam Khomeini International University (RA), 52 of whom were selected as a statistical sample. These individuals were divided into control and experimental groups (self-evaluation group and peer-evaluation group). A word test was conducted in four options as a pre-test and then in the control group, the test sheet was corrected by the researcher. In the self-assessment group, the test sheets along with the key questions and the meaning of the words were provided to the learners themselves to correct their sheet. In the peer evaluation group, the same procedure was performed for the self-evaluation group, with the difference that in this group, test sheets were randomly given to classmates for correction. Then the worksheets and key questions were collected and after two weeks of the same test, it was held again as a post-test, and this time it was corrected only by the instructor himself, and then the pre-test and post-test scores were analyzed. The results showed that Richardson's coefficient of coefficient was 0.884 at the optimum level and the correlation between pre-test and post-test scores was 0.923. The results of this study show that the experimental group, the self-evaluation group and the peer-evaluation group in the post-test, compared to the control group, had significantly better performance and also the performance of the self-evaluation group was relatively better compared to the peer group. Based on the results of this study, it can be argued that self-evaluation and peer-evaluation, as alternative evaluation tools, help language learners to be independent and provide techniques for their learning.

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References

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Persian Language International Teaching Studies
Volume 10, Issue 18
September 2024
Pages 29-52

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History

  • Receive Date: 02 March 2024
  • Revise Date: 01 May 2024
  • Accept Date: 30 May 2024

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