An Investigation of the Impact of Concurrent Group Dynamic Assessment on EFL Learners’ Achievement of Phrasal Verbs at Productive Level
The present study aimed at investigating the impact of the concurrent group dynamic assessment on the learning of phrasal verbs at a productive level. The participants of the study were 30 EFL learners at an intermediate level of language proficiency. The participants’ productive knowledge of the phrasal verbs was measured before and after the treatment through a researcher-made test including 80 items. For the purpose of the study, paired and independent samples t-test were utilized. Results of statistical analyses indicated that concurrent group dynamic assessment was significantly effective in the achievement of phrasal verbs at a productive level. Moreover, it was found that no significant difference existed in the concurrent group dynamic assessment in terms of the achievement of phrasal verbs at a productive level.
Copyright (c) 2020 JET (Journal of English Teaching)
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Copyrights for articles published in JET are retained by the authors, with first publication rights granted to the journal. The journal/publisher is not responsible for subsequent uses of the work. It is the author's responsibility to bring an infringement action if so desired by the author.