The Impact of Mobile-Assisted Hybrid Dynamic Assessment on Arabic Language Leaners’ Reading Comprehension Performance

Authors

DOI:

https://doi.org/10.33394/jollt.v12i1.9158

Keywords:

dynamic assessment, Arabic reading comprehension, mobile-assisted language learning, cognitive development

Abstract

Dynamic assessment is unity of assessment and instruction based on the sociocultural theory in which mediation is gradually provided to promote the cognitive development.   This study mainly aimed to explore the quantitative and qualitative impact of mobile-assisted hybrid dynamic assessment (MAHDA) on Islamic religious Education (IRE) learners’ Arabic reading comprehension (ARC). This recent study employed a sequential explanatory mixed-methods design and involved twenty participants assigned into experimental and control groups. All groups received pre-and post-tests to compare the intervention. The experimental group was mediated through the MAHDA procedure for two months and the control group received conventional instruction. The interview with the participants was also conducted to assess the learners’ perception of the mediation strategies of MAHDA. The pre- and post-test were analyzed by t-test and the transcribed interviews were thematically analyzed. Quantitatively, the results showed a meaningful distinction between the two groups. It highlighted that MAHDA was significantly effective to enhance the learners’ knowledge of ARC. The qualitative findings also indicated that the participants felt satisfied with the MAHDA in improving the learners’ ARC abilities and social interaction. One of the implications of this research is to promote the use of mobile learning as mediation DA framework to teach various features of Arabic including reading comprehension of Arabic. Further research is required MAHDA with a larger site and samples to generate the effectiveness of MAHDA.

Author Biographies

Mustiah Mustiah, IKIP PGRI Pontianak

Islamic Religion Lecture, Faculty of Social Education,IKIP PGRI Pontianak, Indonesia

Dayat Dayat, IKIP PGRI Pontianak

English Language Education Study Program

Nihal Sadek, Educational Testing Service (ETS)

Educational Testing Service (ETS), Princeton, NJ, USA

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Published

2024-01-09

How to Cite

Mustiah, M., Dayat, D., & Sadek, N. (2024). The Impact of Mobile-Assisted Hybrid Dynamic Assessment on Arabic Language Leaners’ Reading Comprehension Performance. Journal of Languages and Language Teaching, 12(1), 524–534. https://doi.org/10.33394/jollt.v12i1.9158

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Vol. 12 No. 1 (2024)

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