L2 Dynamic Assessment: An Activity Theory Perspective

Abstract

Because scaffolded feedback is a key component of dynamic assessment (DA) and is present in some forms of corrective feedback (CF), it can be unclear how the 2 frameworks differ. Further complicating the distinction, many second language (L2) DA studies have focused on how a teacher provides mediation as a series of prompts, usually in reaction to a learner's error, and what that implies for L2 development. To investigate distinctions between DA and CF from an empirical stance rather than solely a theoretical one, this study utilized activity theory (AT) to analyze the changes that an English‐as‐a‐foreign‐language teacher experienced in how he responded to learners’ inaccurate utterances as he endeavored to use classroom DA as part of professional development. Findings revealed key distinctions between CF and DA by showing how the discursive tools of mediation were but 1 aspect of change in the teacher's responses, and that other components of the activity system such as subject orientation, division of labor, tools beyond discourse, community, and the outcomes of the responses played a fundamental role in understanding such change. More broadly, findings also revealed how the learning of DA led to a transformation in the teacher's theoretical perspective.

Glossing and L2 vocabulary learning through dynamic instruction in the context of Primary Education

“…Results seem to point in this direction as dynamic glossing outstands traditional glossing and the control group, both in receptive and productive conditions. This is in line with previous research on dynamic instruction and assessment carried out by Poehner (2011), Siekmann andCharles (2013) or Herazo et al (2019). They all observed that providing mediation as a series of prompts helps L2 development.…”

“…Recent studies carried out by Poehner (2011), Herazo, Davin andSagre (2019), and Rassaei (2020) examine the role of mediated interaction through dynamic techniques. This type of techniques has been used as a type of feedback which is to be distinguished from the traditional corrective feedback.…”

“…This type of techniques has been used as a type of feedback which is to be distinguished from the traditional corrective feedback. It is labeled as 'scaffolded feedback' by Herazo et al (2019), where mediation occurs in the form of hints on the part of the teacher, while interacting with the student. One of these dynamic techniques are the dynamic glosses.…”

Effects of Mobile‐Mediated Dynamic and Nondynamic Glosses on L2 Vocabulary Learning: A Sociocultural Perspective

“…The analysis of a learner's responses to mediation during DA can provide the mediator with further insights regarding not only what the learner is capable of performing at the moment, but also what they can perform independently in the future (Poehner, ), because according to Vygotsky (), what a learner can do with assistance today, they can perform independently tomorrow. The decrease in the frequency of the prompts and also the explicitness of mediation required by learners to perform a task over time is taken as an indication of development (Herazo et al., ; Poehner, ; Shrestha & Coffin, ). Thus, DA researchers are interested in not only measuring learners' actual scores but also learners' mediated or potential scores (e.g., Poehner & Lantolf, ; Poehner, Zhang, & Lu, ).…”

“…The concept of dynamic glosses in the present study has been operationalized based on the sociocultural concept of dynamic assessment (DA) that aims at assessing and at the same time promoting learners' development by presenting learners with appropriate mediation in terms of hints, prompts, leading questions, and so on. In a typical DA session, a teacher or mediator provides graduated assistance or mediation to assess learners' potential and promote development (e.g., Davin, ; Herazo, Davin, & Sagre, ; Lantolf & Poehner, ; Poehner & Lantolf, ). In the same vein, DG is a technique for helping L2 learners identify the correct definition for an unknown L2 word, ultimately promoting vocabulary learning by presenting learners with mediation and graduated assistance instead of providing the learners with the correct definitions at once.…”