Dynamic Assessment: A Complementary Method to Promote EFL Learning

Abdul, Shifan Thaha .; Mohammedzein, Fatima

doi:10.24093/awej/vol12no2.19

Cited by 3 publications

(3 citation statements)

References 16 publications

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“…The findings of this research allude to the positive impact of DA on ESL learners' writing performance. Abdullateef and Muhammedzein (2021) concurred with the results through research at Prince Sattam bin Abdulaziz University. This study shows that DA significantly enhances ESL learners' language and promotes social practices.…”

Section: Discussionsupporting

confidence: 86%

Teachers to Learners: Portfolio, please! New Techniques of Portfolio Assessment in ESL Classrooms

Abdulhadi Abduljawad

2024

IJLTER

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Portfolio assessment is considered to be one of the more advanced approaches to enhancing the proficiency of English among second language (ESL) students. The research examines how ESL learners' writing processes involved in portfolio creation influence their overall writing performance, specifically focusing on electronic portfolios (EPs) and paper-based portfolios (PPs). The research also identifies the challenges that Saudi ESL learners face when using the writing portfolio. A mixed-method approach was adopted for the research. The quantitative method consists of ESL tests distributed among one hundred and twenty male ESL learners at Yanbu Industrial College in Saudi Arabia to determine the effect of various writing portfolios on students’ writing performance. A qualitative method, which consists of classroom observations, document analysis, and interviews with twelve ESL students and seven ESL teachers from different universities in Saudi Arabia, has also been utilized. The research highlights the fact that although there is no significant difference between paper-based (PPs) portfolios and electronic portfolios (EPs) in developing students' performance in writing, specific pedagogical approaches should be implemented in assessing the writing portfolios, such as the students’ reflections and their peers' assessments, to raise their awareness of language structures. ESL teachers should also adopt a correction method that only highlights common mistakes to help students notice their errors and avoid charging them with negative feelings of excessive corrections. The research’s outcome could raise ESL teachers’ awareness of the best pedagogical methods of evaluating the writing portfolio and provide some strategies to help students develop their writing performance.

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Section: Discussionsupporting

confidence: 86%

Teachers to Learners: Portfolio, please! New Techniques of Portfolio Assessment in ESL Classrooms

Abdulhadi Abduljawad

2024

IJLTER

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“…In stage two, practice, five sub-steps, including question and answer, practice and review, analyze and discuss, summarize and construct, and write and discuss, are used to assist students in building their own knowledge, which is an internalization process that arises from interactions by imitation (Lantolf and Thorne, 2015), and teachers provide facilities to guide students by using language, conversations, and collaborative activities in order to promote students' internal understanding and help students to develop themselves indefinitely until the problem can be solved on their own (Rosamond, 1998). In stage three, assessment and feedback, dynamic assessment is used, which focuses on the individual's development (Lantolf and Thorne, 2015), and has a positive effect on the learning process of students, therefore positive and constructive feedback can be given, while negative feedback should be avoided (Thaha Abdullateef and Muhammedzein, 2021). In the process of dynamic assessment, teachers point out mistakes, and let students try to correct themselves.…”

Section: Discussionmentioning

confidence: 99%

The development of an instructional model to promote Chinese reading and writing skills for university students

et al. 2023

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Because of the expanding global popularity of the language, more Thai colleges and universities have begun to offer Chinese language lessons in recent years. Yet, Thai teachers and students continue to struggle with how to teach and improve Chinese reading and writing skills. This research aimed to develop an instructional model based on second language acquisition theory to promote Chinese reading and writing skills for university students in the northeast of Thailand and study the results of the implementation. The participants were fifty second-year students majoring in Chinese from the faculty of humanities and social sciences of a public university. The instruments were an expert evaluation form, lesson plans, self-study reading quizzes, Chinese reading skills tests, a Chinese writing skills assessment form, and a questionnaire. Content analysis, mean, and also standard deviation were used to analyze the collected data. Thus, the findings revealed that the developed instructional model had the highest level of quality and appropriateness, which consisted of five components, including syntax and sequence, the social system, the principle of reaction, the support system, and the effect of the instructional model. The results of the implementation revealed that students’ Chinese reading and writing skills had improved, and the student’s attitudes toward learning with the developed instructional model were at a very high level. It is believed that this research could be beneficial for second-language Chinese students and teachers as well as other relevant parties involved in international Chinese education and research.

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“…Additionally, according to AlMofti (2020), EFL instructors in Iraq mainly concentrate on one form of assessment, the summative assessment, which is used to assign students" scores and grades. According to Abdullateef and Muhammedzein (2021), most institutions still choose summative assessment to grade students by identifying what they know at a specific point in time.…”

Section: Introductionmentioning

confidence: 99%

A Qualitative Study on EFL Teachers’ Awareness towards the Implementation of Dynamic Assessment

Mohammed Zandi,

Hamad

2022

JLS

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Dynamic Assessment focuses on understanding learner’s abilities to acquire the skills after being exposed to mediation. The problem is that a large number of teachers affirm that the results of summative assessment are not satisfactory and they do not represent their students’ actual potential. This study endeavors to explore EFL university teachers’ awareness of dynamic assessment (DA), investigating their opinion of DA as well as identifying their implementation of DA in their EFL classes. This qualitative study used semi-structured interviews to obtain the data. The informants were 15 EFL teachers in four universities who were selected by using purposive sampling. The findings of the study indicated that EFL university teachers are unaware of dynamic assessment. It is confirmed that they lack theoretical knowledge of DA. However, the study revealed that teachers’ practical use of DA is limited. Furthermore, the results unveiled that EFL teachers have positive attitudes towards DA.

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Dynamic Assessment: A Complementary Method to Promote EFL Learning

Cited by 3 publications

References 16 publications

Teachers to Learners: Portfolio, please! New Techniques of Portfolio Assessment in ESL Classrooms

Teachers to Learners: Portfolio, please! New Techniques of Portfolio Assessment in ESL Classrooms

The development of an instructional model to promote Chinese reading and writing skills for university students

A Qualitative Study on EFL Teachers’ Awareness towards the Implementation of Dynamic Assessment

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