The Association between Dynamic Assessment of Grammar and Fluid Intelligence: A Case of Undergraduate EFL Students

• Autores: Ghasem Modarresi, Ali Jeddy
• Localización: RIMCIS: Revista Internacional y Multidisciplinar en Ciencias Sociales, ISSN-e 2014-3680, Vol. 7, Nº. 3, 2018 (Ejemplar dedicado a: November), págs. 297-321
• Idioma: inglés
• DOI: 10.17583/rimcis.2018.3881
• Títulos paralelos:
  • La Asociación entre la Evaluación Dinámica de la Gramática y la Inteligencia Fluida: El Caso del Alumnado del Grado de EFL
• Enlaces
  • Texto completo (pdf)
• Resumen
  • español

    Este estudio examina la asociación entre la evaluación estática, la evaluación dinámica y la inteligencia fluida. Una muestra de 109 estudiantes cursando el grado de English Language Teaching and Translation Studies participó de este estudio. Se utilizaron dos grandes instrumentos de investigación el Test Computerizado de Gramática Dinámica y las Matrices Progresivas Avanzadas de Raven. Los resultados del estudio confirmaron que la relación entre la evaluación estática de la gramática y de la inteligencia fluida así como la relación entre la evaluación dinámica de la gramática y la inteligencia fluida fueron estadísticamente significativas. Sin embargo, la relación entre la evaluación dinámica de la gramática y la inteligencia fluida fue grande. Finalmente, los resultados de las entrevistas revelaron que el ZPD y el IQ son complementarios, no contradictorios. Una implicación práctica para los estudiantes es que practicar la inteligencia fluida puede mejorar su pensamiento lógico al centrarse en estrategias metacognitivas. E igualment, C-DA es una recurso útil para desarrollar estrategias de aprendizaje efectivas como atención dirigida, auto-evaluación, y estrategias de autodescubrimiento.

  • English

    The present study examined the association between static assessment, dynamic assessment and fluid intelligence. A pool of 109 students majoring in English Language Teaching and Translation Studies took part in the study. Two major instruments of the study included Computerized Dynamic Grammar Test and Raven's Advanced Progressive Matrices. The results of the study confirmed that the relation between static assessment of grammar and fluid intelligence as well as the relation between dynamic assessment of grammar and fluid intelligence were statistically significant. However, the relation between dynamic assessment of grammar and fluid intelligence was large. Finally, the results from the interviews revealed that ZPD and IQ are complementary and not contradictory. A practical implication for the students is that practicing fluid intelligence can improve their logical thinking by focusing on metacognitive strategies. Likewise, C-DA is a helpful source to develop effective learning strategies like directed attention, self-evaluation, and self-discovery strategies.

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