Developing EFL learners’ speaking skills through dynamic assessment: A case of a beginner and an advanced learner

Ebadi, Saman; Asakereh, Ahmad

doi:10.1080/2331186x.2017.1419796

Cited by 19 publications

(25 citation statements)

References 27 publications

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“…Third, the strategies observed in Teacher 3's assessment activity, such willingness to help, and corrective feedback relate to those presented in Ebadi and Asakereh (2017), Namaziandost et al (2017), and Tamayo and Cajas (2017) as these were positive for refining learners' discourse and for helping students become aware of the elements to improve without affecting the flow of their ideas (Gamlo, 2019). However, and similar to findings in Hernández-Méndez and Reyes-Cruz (2012), Teacher 3 looked at corrective feedback only as a technique to improve accuracy in students' speaking, particularly in pronunciation and morphosyntax.…”

Section: Duque-aguilarmentioning

confidence: 79%

Teachers’ Assessment Approaches Regarding EFL Students’ Speaking Skill

Duque-Aguilar

2021

Profile: Issues Teach. Prof. Dev.

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This paper reports an exploratory and descriptive qualitative study on speaking assessment approaches in a teacher education program at a Colombian university. The study aimed to explore how four in-service English language teachers approach the assessment of students’ speaking skill. The data were gathered through classroom observations, interviews, and documentary analysis. Results revealed teachers’ preference for summative assessment practices to determine students’ progress regarding speaking. As a conclusion, teacher professional development in terms of language assessment may be seen as an alternative to develop significant assessment processes where students, teachers, and the institution can be benefited.

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Section: Duque-aguilarmentioning

confidence: 79%

Teachers’ Assessment Approaches Regarding EFL Students’ Speaking Skill

Duque-Aguilar

2021

Profile: Issues Teach. Prof. Dev.

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“…As we globalize -or "glocalize"language-learners seem set to continue exploring new and novel ways to customize language. Literary production is one way the local becomes global, and the canon of " nglish" literatures is loaded with numerous L2 writers (Disney, 2014). Hence, the ability of second language students to express themselves in writing is at the heart of what it means to be literate in a language and students are often evaluated by their control of it.…”

Section: Literature Reviewmentioning

confidence: 99%

The Effects of Input Enhancement Techniques on ESP Learners' Microgenetic Development of Conjunction Production

Salehi

Shahpari

Ahmadishokouh

2020

JPSE

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Microgenetic design or microgenetic method is a scientific method in which the same setting is studied repeatedly in order toobserve possible changes in details. Reviewing the current literature, one can conclude that microgenetic methods havepositive effects of learning in general and language learning in particular. The main objective of the current study was toinvestigate the possible effects of implementing input enhancement techniques using microgenetic methods, on Iranian ESPlearners' conjunction production. To this end, a number of 40 Iranian ESP learners were participated in the study. During thefour-week period of the current study, the participants received the instructions and treatment, two sessions a week and eachsession lasted for an hour. After administering the pre-test before the instruction, using input enhancement techniques, anumber of the conjunctions were presented and taught to the learners in the first session. The data were collected afterinstructional sessions during the first, third, fifth, and seventh weeks through paragraphs focusing on conjunction productionwritten by the participants. The results indicated that, in the course of time, input enhancement techniques using microgeneticmethods, significantly affect Iranian ESP learners' conjunction production.

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“…The findings showed that dynamic assessment models were more effective than the traditional speaking skills assessment when three types of assessment were compared. Another research was carried out by Ebadi and Asakereh (2017). They investigated the case of a beginner and an advanced learner of English in terms of their speaking skills.…”

Section: Review Of Literaturementioning

confidence: 99%

“…Overall interpretation for the above-mentioned studies is that different model of DA has a significant impact on participants' speaking skills. However, it might be suggested that there is a bulk of research addressing DA based reading, writing and listening skills it seems DA has not sufficiently been employed to enhance language learners' speaking skills (Ebadi & Asakereh, 2017). However, related research indicated that research on interactionist dynamic assessment' effects on student teachers of English have not been investigated and there is a gap in this issue.…”

Section: Review Of Literaturementioning

confidence: 99%

Interventionist Dynamic Assessment’s Effects on Speaking Skills Testing: Case of Elt Teacher Candidates

Köroğlu

2019

ALLS

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EFL learners’ oral proficiency plays an important role in the representation of their productive skills. Especially, English language learners’ speaking skills are considered as main reflection of their proficiency in foreign languages. Speaking in L2 is accepted as a vital competence for language teachers as well, who are going to teach the target language in the future. The related literature puts an emphasis on the assessment of speaking skills utilizing various techniques. However, the number of research studies, examining how dynamic assessment (DA), especially the interventionist model of dynamic assessment, can be utilized as a technique in the assessment of L2 speaking performance, is relatively limited. Thus, the main aims of the current research study are both to investigate the efficacy of the interventionist model of DA in the assessment of student teachers’ speaking skills performance and to figure out their attitudes towards dynamic assessment. The participants of the current research were 29 student teachers, enrolled in the English Language Teaching Department of a state university in Turkey. To collect the quantitative data questionnaire survey was adopted and utilized as a checklist due to the number of the participants. On the other hand, to collect the qualitative data, a written structured interview was administered to the participants. The data were analyzed with the SPSS package and through the content analysis method. The findings of the current research revealed that participants were satisfied with the interventionist model and developed positive attitudes towards this assessment type. The participants stated that the interventionist dynamic assessment provided an authentic, creative and relaxing atmosphere, which decreased the level of their speaking anxiety. It can be asserted that DA can be administered to test foreign language speaking performance in language classrooms. Additionally, it was concluded that the interventionist model sustained and boosted the student teachers’ oral skills achievement.

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Developing EFL learners’ speaking skills through dynamic assessment: A case of a beginner and an advanced learner

Cited by 19 publications

References 27 publications

Teachers’ Assessment Approaches Regarding EFL Students’ Speaking Skill

Teachers’ Assessment Approaches Regarding EFL Students’ Speaking Skill

The Effects of Input Enhancement Techniques on ESP Learners' Microgenetic Development of Conjunction Production

Interventionist Dynamic Assessment’s Effects on Speaking Skills Testing: Case of Elt Teacher Candidates

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