Effectiveness of Hybrid Dynamic Assessment in L2 learners' descriptive writing development

Abstract

It is required that second/foreign (L2) language learners learn how to write effectively in L2 through effective instruction. Also, it is crucial for them to learn how to assess their writing skill as a medium of human communication. Dynamic Assessment (DA) is a relatively new way of assessing language, offering potentials for L2 learners. This study was intended to examine the effectiveness of Hybrid Dynamic Assessment (HDA), in comparison with a non-HAD, on the L2 learners' descriptive writing, which is so important for intermediate-level L2 learners. To this end, 40 Iranian intermediate EFL learners were selected through a placement test to go through HAD and non-HDA instructions in two groups (experimental and control groups respectively). To collect data, two descriptive essays and a researcher-made questionnaire were used. The analysis of covariance on the descriptive essay scores in the pretest and posttest phases showed that the use of HAD instruction had a significant impact on the EFL learners' performance in the descriptive writing. Similarly, t-test results showed that such subcomponents of writing as function and content, organization, coherence, sentence construction and vocabulary improved more through such an instruction. Moreover, the analysis of data from the questionnaire demonstrated that the EFL learners in the HAD group evaluated the proposed HDA model as a means of assessing their writing positively. Findings suggest the use of HDA as an alternative assessment to move away from the traditional way of assessment to develop different types of L2 writing.

The Impact of Mobile-Assisted Hybrid Dynamic Assessment on Arabic Language Leaners’ Reading Comprehension Performance

“…In addition, after reviewing reputable journals, the similar studies on MAHDA have mostly been conducted in EFL context (Rad, 2021;Roohani & Shafiee Rad, 2019;Sadek, 2015;). However, the majority of researchers investigating MAHDA in educational contexts which have focused on EFL writing instruction; very few have examined the strategies used by Arabic language lecturers to implement MAHDA on learning ARC.…”