E-diagnostic assessment of collaborative and individual oral tiered task performance in differentiated second language instruction framework

Abstract

Differentiated second/foreign language (L2) instruction (DI) has received growing attention in pedagogical research. Yet, as a cornerstone of inclusive education, the DI is still under-documented. In this study, we integrated diagnostic assessment (DIA) and collaborative language learning in a differentiated (tiered) oral tasks intervention and mediated them in a Google Meet cyber classroom. To do so, an intact group of 64 non-English major university students was selected, pretested, and randomly assigned to collaborative (CG) and individual (IG) groups. Each group was partitioned into higher, middle, and lower language ability tiers. The objectives were to examine (1) how differently mixed-ability English-as-a-foreign-language (EFL) learners could improve their collaborative and individual oral tiered task performances on which they received e-DIA for 10 weeks, and (2) how differently e-DIA could affect their postintervention learning achievement in oral skills. The statistical analysis indicated the positive and equal impact of e-DIA on CG-tiers, but a positive and divisive impact on IG-tiers. Responded to e-DIA, both groups had significant pretest-to-postest learning achievement in oral skills, but CG-tiers’ collaboration resonated with the impact of e-DIA to outperform the IG-tiers on the posttest. The findings implied the integration of e-DIA and collaborative learning in the DI framework to mitigate L2 learners’ diversity in inclusive L2 education.

Assessment in Action: Investigating the Practices of Malaysian Physical and Health Education Teachers

“…The reliance on only one type of scoring tool suggested a homogeneous approach to scoring. This approach not only limited the ability of assessments to accurately measure individual learning progress in a manner that reflected students' unique contexts and learning preferences but also hindered students' engagement with the assessments in meaningful ways (Arefiev et al, 2020;Rafi & Pourdana, 2023). High-quality assessments, apart from having valid and reliable assessment tasks, procedures, administration, and scoring processes, should also offer items and tasks spanning an array of depths and complexities (Sitovskyi et al, 2019;Van Munster et al, 2019).…”

“…The validity and reliability of assessment practices are critical, ensuring that evaluations provide meaningful insights into students' abilities and areas for growth (Parsak & Sarac, 2021;Veloo, 2016;Veloo & Ali, 2016). The literature measuring PHE teachers' assessment practices suggests that teachers' adeptness in assessment activities directly influences the quality of instruction Sitovskyi et al (2019); Van Munster et al (2019); Veloo & Krishnasamy (2017); student engagement Arefiev et al (2020); Parsak & Sarac (2021); Rafi & Pourdana (2023); and overall learning outcomes in PHE (Mohamed et al, 2019;Rongchan, 2020;Wee, 2019;Wee et al, 2021). Effective assessment strategies not only inform teachers about students' progress but also guide instructional decisions, allowing for tailored interventions to address individual learning needs (Arefiev et al, 2020;Colquitt et al, 2017).…”

“…Effective assessment strategies not only inform teachers about students' progress but also guide instructional decisions, allowing for tailored interventions to address individual learning needs (Arefiev et al, 2020;Colquitt et al, 2017). Furthermore, robust assessment practices promote a culture of continuous improvement, fostering students' self-awareness and motivation to excel (Rafi & Pourdana, 2023;Zakaria et al, 2023). However, shortcomings in teachers' assessment competencies can severely impede the efficacy of instruction, leading to inaccurate evaluations and missed opportunities for targeted interventions (Dudley et al, 2022).…”

An Output-oriented Approach to the Impact of Online Written Languaging on Form-Focused Writing Tasks

“…In Vygotsky's SCT framework, human cognition is optimally constructed by the language function as a semiotic device. Accordingly, L2 learners can shape and sharpen their thoughts as they talk with themselves (i.e., self-languaging) or with others (i.e., peer/pair languaging) (Lantolf et al, 2015), or in collaborative dialogues (Rafi & Pourdana, 2023). Recently, SLA researchers incorporated the languaging process as a platform for studying various aspects of L2 development (Falhasiri, 2021;Manchón et al, 2020).…”

“…Computer-mediated communication (CMC) advanced technologies have changed the face of education by creating a learner-centered environment that eliminates the apprehension, embarrassment, and stress that students usually feel when participating in real classroom discussions (Pourdana, 2022;Pourdana & Tavassoli, 2022;Rafi et al, 2022). The CMC can serve L2 learners with a platform to share comments, generate content, and exchange feedback with peers and teachers, either synchronously or asynchronously (Abe, 2020).…”