Dynamic Assessment of Writing: The Impact of Implicit/Explicit Mediations on L2 Learners' Internalization of Writing Skills and Strategies

Alavi, Sayyed Mohammad Hadi; Taghizadeh, Mahboubeh

doi:10.1080/10627197.2014.869446

Cited by 35 publications

(25 citation statements)

References 23 publications

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“…The findings of this study are accompanied by the results of previous studies such as Hashemnezhad and Fattollahzadeh (2015), Alavi and Taghizadeh (2014), Nourdad (2013), Ghahremani et al (2013), and Isavi (2013). The outcomes of this study, however, were in contrast with the study conducted by Frisby and Braden (1992).…”

Section: Discussionsupporting

confidence: 50%

Gender Differences in the Effect of Dynamic Assessment on Grammatical Accuracy of Writings

Ramazanpour

Nourdad

Nouri

2016

TPLS

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Abstract-One of Vygotsky's contributions to education was the emergence and development of dynamic assessment which stresses the need for unifying assessment and instruction. This research was an attempt to investigate whether there is difference between female and male EFL learners regarding the effect of dynamic assessment on grammatical accuracy of their writings or not. To this end sixty five male and female preintermediate Iranian EFL were randomly assigned into two groups namely control and experimental. After the pre-test of grammatical accuracy in essays, eight session mediations were implemented for experimental groups; however, for the control group no mediation of examiner was provided. The interventionist sandwich format of dynamic assessment was applied followed by the post-test. Both control and experimental groups were implemented the same the pretest and posttest in a non-dynamic way. The data obtained from both pretest and post-test were statistically analyzed through running independent-samples t-test. The results indicated that there is no difference between females and males regarding the effect of dynamic assessment on grammatical accuracy their writings. These findings can have pedagogical implications for language teachers, teacher educators, test developers, and syllabus designers.

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Section: Discussionsupporting

confidence: 50%

Gender Differences in the Effect of Dynamic Assessment on Grammatical Accuracy of Writings

Ramazanpour

Nourdad

Nouri

2016

TPLS

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“…To date, DA research has not employed a theoretically-based linguistic framework to analyse DA data despite previous studies clearly focusing on language and communicative aspects such as investigating aspects of listening (e.g., Ableeva, 2010), speaking (e.g., Poehner, 2008) and writing (e.g., Alavi & Taghizadeh, 2014). To track the potential effect of DA on academic writing, there is a need for using a robust language theory.…”

Section: Zpdsmentioning

confidence: 99%

Investigating the learning transfer of genre features and conceptual knowledge from an academic literacy course to business studies: Exploring the potential of dynamic assessment

Shrestha

2017

Journal of English for Academic Purposes

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“…There have been other research studies on testing related to collaborative interactions in language skills such as speaking (Fulcher, 1996;Swain, 2001); however, scant attention has been paid to such interactions in the form of oral narrative tasks. Furthermore, the results of previous studies have been inconclusive regarding the role of gender in the role of DA, with some studies showing significant differences (e.g., Hashemnezhad & Fattollahzadeh, 2015;Alavi & Taghizadeh, 2014), and others showing non-significant differences between male and female learners (e.g., Frisby & Braden, 1992;Ramazanpour, Nourdad & Nouri, 2016). However, as far as the researchers of the present study are concerned, there has been no previous study examining the role of DA in narrative production by both male and female learners.…”

Section: Dynamic Assessmentmentioning

confidence: 99%

The effects of dynamic assessment and gender on EFL learners' oral narrative task performance

Ahmadpour

Asadollahfam

2018

IJoLTA

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The present study is an endeavor to explore the potential of dynamic assessment (DA) as a way of scaffolding English as a foreign language (EFL) learners’ oral production. Although the literature on dynamic assessment is rich with studies focused on language components and skills such as vocabulary, reading, and writing, very few studies have attempted to examine the role of dynamic assessment in fostering real-time oral production. It is assumed that assessment of learners’ oral production need not focus solely on evaluation; rather, learners need to determine their weaknesses and try to compensate for them with the help of a more knowledgeable peer. Therefore, the present study also focused on evaluating the role of DA in Iranian EFL learners’ oral narrative task performances in the classroom. Furthermore, an attempt was made to explore the role of gender in the production of mediated narratives. For this purpose, a total of 60 students from two private universities were assigned to two intact classes: One class served as the experimental group, which was exposed to teachers’ mediation in learners’ narrative productions, and the other group functioned as the control group and received no such mediation for their oral narrative language production. The overall speech quality of learners’ production from each narrative over the treatment period provided the required data. The results were analyzed through independent samples t-tests, which revealed significant effects of both group and gender differences. The experimental learners, as expected, were able to progress and cultivate their oral production abilities after having been exposed to DA. Regarding gender, male participants were more successful in terms of enhanced second language oral production. The study has significant implications for the integration of DA into learners’ oral production, suggesting that EFL narrative production is a skill that is highly anxiety-provoking for learners.

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Dynamic Assessment of Writing: The Impact of Implicit/Explicit Mediations on L2 Learners' Internalization of Writing Skills and Strategies

Cited by 35 publications

References 23 publications

Gender Differences in the Effect of Dynamic Assessment on Grammatical Accuracy of Writings

Gender Differences in the Effect of Dynamic Assessment on Grammatical Accuracy of Writings

Investigating the learning transfer of genre features and conceptual knowledge from an academic literacy course to business studies: Exploring the potential of dynamic assessment

The effects of dynamic assessment and gender on EFL learners' oral narrative task performance

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