An Interventionist Dynamic Assessment Approach to College English Writing in China

Tang, Youjun; Ma, Xiaomei

doi:10.1080/15434303.2022.2155165

Cited by 9 publications

(4 citation statements)

References 40 publications

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“…New teaching models based on LPS were also adopted to improve learning confidence and outcomes (Shi & Zheng, 2021;Xiong & Liu, 2020;Zhong, 2019). Students used LPS as a benchmark to provide feedback from their self-assessments, track their progress, and set learning goals (He & Zhang, 2021;Li, 2022;Zhang & Wang, 2022). The intervention of LPS in learning could help cultivate self-regulated learners and enhance students' motivation and learning outcomes.…”

Section: Discussionmentioning

confidence: 99%

“…Table 6 reveals how students used CSE. Zhang and Wang (2022) explored the scaffolding role of the CSE writing scale in college students. Results showed that with the intervention of CSE, students' assessing ability, writing skills, and learning confidence were significantly improved.…”

Section: Learnersmentioning

confidence: 99%

“…Generally, students used LPS as self-or peer-assessment tools and the goal-setting benchmark. Self-assessment based on LPS plays a scaffolding role in learning, and improved students' language proficiency, assessment literacy, and confidence (Zhang & Wang, 2022). When integrated into learning, LPS improves the efficacy of self-and peer-evaluation, enhances students' self-regulation, and boosts the value of assessment for learning (Li, 2022).…”

Section: Studentsmentioning

confidence: 99%

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The Application of Language Proficiency Scales in Education Context: A Systematic Literature Review

Zhu,

Mofreh,

Salem

2023

Sage Open

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The application of the language proficiency scales (LPS) in education validates its function, as it can explore the value in-depth. However, little systematic research on applying LPS has been conducted due to the complex intertwining of stakeholders and a lack of theoretical framework and practical approaches. Adopting the framework proposed by Y. Jin and Jie (2020), this study explored how the Common European Framework of Reference (CEFR) and China’s Standards of English (CSE) were used and impacted various stakeholders in the education context. The literature search was taken from WoSCC, Scopus, and CNKI from 2018 to 2022. Qualitative content analysis was used for systematic review. Results showed that policymakers used LPS in education policy guidance; teachers applied them as the benchmark of diagnostic assessment to get accurate language profiles of students and create new approaches to teaching; students used them as goal-setting guidance and self- or peer assessment criteria to track progress; test developers aligned them with tests to obtain reliable results; curriculum designers tailored descriptors and scales from CEFR to develop new curricula, align, or revise the existing ones; researchers used LPS as references to develop new rubrics, frameworks and assessing models. This study could provide insight in scientific application of LPS. However, it focused mainly on the CEFR and CSE with a framework for exploring the impact of language testing. Studies containing more scales and theorizing the framework of aftereffects of LPS should be encouraged.

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Section: Discussionmentioning

confidence: 99%

Section: Learnersmentioning

confidence: 99%

Section: Studentsmentioning

confidence: 99%

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The Application of Language Proficiency Scales in Education Context: A Systematic Literature Review

Zhu,

Mofreh,

Salem

2023

Sage Open

View full text Add to dashboard Cite

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“…Zhang and Wang (2022) examined how CSE writing scale as selfassessment played a scaffolding role in a tertiary school. The t-tests demonstrated the effectiveness of CSE in promoting writing ability and confidence [33]. Another study by He and Zhang [9] used CSE in listening as a self-assessment tool to generate feedback.…”

Section: Csementioning

confidence: 97%

The Effect of Goal Setting Based on China’s Standard of English Proficiency Scales on Reading Achievement

2023

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Language proficiency scales (LPS) are widely used in testing and assessment. Research on how to apply LPS in guiding learning, especially in terms of goal setting, is limited. Goals based on LPS can guide students’ learning, diagnose their problems, and provide a benchmark for achievement assessment. Mixed methods were used to investigate the effect of goal setting on reading achievement and students’ experience of the new approach. China’s Standard of English Proficiency Scales (CSE)-based goals were used to guide students’ reading. The quasi-experiment revealed that students’ test scores were significantly improved; the interview proved that students were generally positive about this way of learning. This study is significant in tapping the more profound value of LPS and has some enlightenment in language learning. The small sample size is one limitation of this study. Students’ achievements and engagement should be examined in future research.

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Enhancing EFL Vocabulary Acquisition Through Computational Thinking

Tang,

2023

Communications in Computer and Information Science

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An Interventionist Dynamic Assessment Approach to College English Writing in China

Cited by 9 publications

References 40 publications

The Application of Language Proficiency Scales in Education Context: A Systematic Literature Review

The Application of Language Proficiency Scales in Education Context: A Systematic Literature Review

The Effect of Goal Setting Based on China’s Standard of English Proficiency Scales on Reading Achievement

Enhancing EFL Vocabulary Acquisition Through Computational Thinking

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