| The Impact of Sustained Oral Assessment on Developing Pedagogical Content Knowledge in English Vocabulary Teaching: An Action Research Study in Iranian High Schools |
| کد مقاله : 1045-ELTCONF7. (R1) |
| نویسندگان |
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سمیه غلامحسینی نظری * دبیر اموزش و پرورش ناحیه دو تبریز |
| چکیده مقاله |
| This action research study examined how sustained oral assessment contributes to the development of Pedagogical Content Knowledge (PCK) in English vocabulary instruction. Conducted with 32 eleventh-grade students in Tabriz, Iran, the study employed a mixed-methods approach over 14 weeks. A structured oral assessment protocol was implemented through three iterative cycles, focusing on vocabulary recall, contextual application, and communicative use. Multiple data sources were collected, including vocabulary tests, teacher reflective journals, classroom observations, and student interviews. Quantitative analysis of pre- and post-assessment data revealed statistically significant improvement in vocabulary retention (t=4.92, p<0.001), with mean scores increasing from 58.3 to 73.6. Qualitative analysis identified three primary themes in PCK development: (1) enhanced understanding of student learning processes and difficulties, (2) refined instructional strategies based on assessment data, and (3) improved assessment literacy and practices. Teacher reflections documented specific changes in instructional approaches, including increased use of semantic mapping, contextualized practice, and communicative activities. The findings demonstrate that systematic oral assessment, when integrated with reflective practice, serves as a powerful mechanism for PCK development in English language teaching. The study provides evidence that continuous assessment data can inform teaching decisions and promote professional growth. These results have implications for teacher development programs, suggesting the value of incorporating sustained assessment practices and reflective cycles into professional learning initiatives. |
| کلیدواژه ها |
| Pedagogical Content Knowledge, formative assessment, vocabulary teaching, teacher development, action research |
| وضعیت: پذیرفته شده مشروط برای ارائه به صورت پوستر |