محسن زارع

Assessment has been taken to demonstrate that learning is aligned with external standards which is almost related to students’ goals in a curriculum in English language teaching and it plays an integral role in the success of language learning program that is following by so many EFL teachers. Consistency in scoring (mid-term and final exams) highly depends on the way of conducting paper assessment, validation of the process, reliability, experience of teachers, and different interpretation of assessors to make justified decision. Hence, the present study was an attempt to probe Iranian EFL learners’ perceptions toward paper assessment in mid-term and final exams in a language institute. To this end, a total of 100 participants (50 males and 50 females) between ages of 15 to 28 at intermediate level, were selected based on Nelson Proficiency Test. Data were collected through scores of two sequential semesters and a Likert scale questionnaire. The findings of this study indicated that there is a direct positive relation between learners’ viewpoints on paper assessment and their progress. Generally speaking, paper assessment in both formative and summative assessment would be a great progress among female and male English language learners.

The present study is part of a Ph.D. program that explores the possible effect of critical thinking-oriented dynamic assessment (CT-DA) on learners' learning potential in reading comprehension skills. 21 Iranian language learners who were homogenized in terms of their language proficiency, reading comprehension, and critical thinking abilities participated in this study. Learners were divided into three groups of CT-DA, dynamic assessment (DA), and Control group. While learners in CT-DA received mediation loaded with critical thinking techniques, learners in DA group received dynamic assessment mediation, and learners in the Control group did not receive any mediation. The analysis of the results revealed that DA and CT-DA significantly improve learners' reading potential scores. Moreover, significant differences between the Learning Potential Score (LPS) of DA and CT-DA groups were found, denoting the better performance of participants who received a critical thinking-oriented dynamic assessment. Finally, the qualitative analyses led to the detection of eleven mediational strategies which nurtured the development of the reading comprehension ability of L2 learners during CT-DA. The article concludes with suggestions for further research on dynamic assessment and critical thinking in second/foreign language development.

The present study aimed to investigate the possible relationship between ESP learners’ critical thinking abilities and their reading comprehension. For this purpose, from the population of students studying in different fields of engineering at Amol Islamic Azad University, a sample of 202 ESP participants were selected based on a purposive sampling method. A critical thinking questionnaire was then given whereby the targeted respondents answered the prompts underlying the critical thinking construct. Subsequently, a valid reading comprehension test with an acceptable reliability index was administered and the data were analyzed using the related descriptive and inferential statistics. The findings revealed that there was a robust and positive correlation between ESP learners’ levels of critical thinking ability and their reading comprehension. Moreover, it was found that ESP students regarded as high critical thinkers significantly outperformed those with lower levels of critical thinking on the reading comprehension test. Notably, the results may offer useful implications to both language teachers and English learners indicating that critical thinking strategies play a pivotal role in the reading comprehension process.