Dynamic Assessment in ESL writing classroom

Abstract

Based on the Socio-cultural Theory and its key notion of Zone of Proximal Development, this study constructs a Dynamic Assessment writing Framework, which integrates three stages of writing process into the pre-writing -mediation -post-writing dynamic assessment model. The thesis conducts a detailed description of the implementation of the writing process framework into the dialogue-centered ESL writing classroom instruction in a hope of providing ESL teachers with a practical and easily and effectively manipulated approach to the ESL classroom teaching. This thesis also reports a comparative study which is designed to examine the differences between the experimental class and the control class in terms of writing scores and writing products with regard to accuracy, complexity, fluency and local and global coherence. The statistics resulting from both writing scores and writing products indicate that the dynamic assessment benefits the growth of ESL writing ability.

The Impact of Interactionist Dynamic Assessment on Explanation Writing Ability of Intermediate EFL Learners

“…Their results also showed that the way feedback is provided in interactionist approach, avoids learners lucky guesses when they try to correct themselves, so their improvement would be more than those treated traditionally. One point to be kept in mind is that both in Miao and Lv (2013) and the present study, all the participants whether in control or experimental group had improvement but the amount of improvement in similar conditions is more important.…”