The Effect of Dynamic Assessment on the Listening Skills of Lower-intermediate EFL Learners in Chinese Technical College: A Pilot Study

Pei-hui, Wang

doi:10.17507/jltr.0606.14

Cited by 13 publications

(9 citation statements)

References 31 publications

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“…Hashemi Shahraki et al ( 2015 ) carried out a study to estimate test-takers’ listening conversational implicatures of pragmatic knowledge and conveyed that the mediational support improved their pragmatic grasp of conversational implicatures. For Wang ( 2015 ), DA of listening enhances the amalgamation of assessment and instruction.…”

Section: Defining Listeningmentioning

confidence: 99%

Toward a sociocultural approach to computerized dynamic assessment of the TOEFL iBT listening comprehension test

Roud

Hidri

2021

Educ Inf Technol

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The current study addressed the impact of computerized dynamic assessment (C-DA) on the TOEFL i BT listening comprehension test administered to Iranian EFL learners ( n = 185) who took part in preparation courses on the TOEFL exam in some language centres in Iran. To mediate the test-takers with hints to process the listening questions, a computer software program was developed, and it was meant to produce the following: Actual, mediated, and learning potential scores. Findings of the study indicated that the actual and mediated scores led to significant different mean scores in various listening ability levels in almost all question types. Generally, results highlighted the significant positive impact of C-DA on improving EFL test-takers’ performances in the monologue and dialogue tasks. Teachers were recommended to implement C-DA since the information gained from this sociocultural assessment mode empowers them to provide learners with more individualized and accordingly more effective teaching and assessment strategies.

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Section: Defining Listeningmentioning

confidence: 99%

Toward a sociocultural approach to computerized dynamic assessment of the TOEFL iBT listening comprehension test

Roud

Hidri

2021

Educ Inf Technol

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“…Further, it was concluded that correct application of DA approaches helps the researcher make use of reflections and lesson plan reform to develop learners' knowledge. In a parallel result, after applying dynamic approaches on five second-year English majors from a technical college, Wang (2015) reported that interventionist DA is able to realize lower intermediate EFL learners' listening comprehension potentials and develop problem solving behaviors among these learners. It was also concluded that integrating assessment and listening instruction can implement DA requirements to promote mental and future development.…”

Section: Related Studiesmentioning

confidence: 98%

On the Role of Dynamic Assessment on Promotion of Writing Linguistic Accuracy among EFL Learners: An Interventionist Model

Fard

Derakhshi

2019

IJREE

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This study is conducted under the domain of Vygotskian Socio-cultural Theory (SCT) of mind and the notion of dynamic assessment to elevate the linguistic accuracy of EFL learners' writing skill. 40 homogenous intermediate English as a foreign language (EFL) learners from four intact classes were divided into two dynamic assessment (DA) and non-dynamic assessment (NDA) groups. As a pre-test, the participants were given writing topics during a course to assess their writing linguistic abilities. After analyzing and scoring the compositions' errors based on four consecutive stages to error analysis and a model of linguistic errors (grammatical, syntactic, substance, and lexical), the type and frequency of errors' subcategories related to each category (n=516) was detected. Afterwards, the DA group went through intervention/mediation (interventionist dynamic assessment) based on their pre-test errors in five sessions, while nondynamic assessment group received no mediation and feedback. The pretest-mediation-post-test design (sandwich model of dynamic assessment) was used in this study. After mediation, as a post-test, both groups entered the second course of language learning and like pre-test their compositions during the course were analyzed and scored to see the effect of dynamic assessment on learners' writing ability. Analysis of data through descriptive statistics and statistical analysis showed that the experimental group who received mediations, unlike control group, solved their writing difficulties extensively and outperformed the control group with a significant difference. In other words, application of DA as an alternative procedure to standard testing has a positive effect on both test performance and writing linguistic accuracy of EFL learners.

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“…of DA has led to strategic recommendations in curriculum development. Wang [14] analysed the contributions of DA on Chinese EFL learners. The researcher selected five participants for the experiment.…”

Section: Studymentioning

confidence: 99%

Dynamic Assessment in the EFL Classroom: The Case of Listening Comprehension

Alshenqeeti

Grami

2019

AJESS

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The current study evaluates the potential of dynamic assessment (DA) in listening comprehension classes. DA is based on the sociocultural aspect of the Vygotskyan theory. It facilitates language improvement because DA assumes that mental instruments mediate psychological exercises. Although DA has been extensively analyzed, few studies have investigated its impact on listening comprehension in the language classroom. This study intends to fill the research gap in listening comprehension studies using DA as a mediation tool. The purpose of the current study therefore is to assess the effects of dynamic assessment on listening comprehension. A total of fifty-six English as a foreign language (hereinafter EFL) learners took part in the present examination. The subjects took a general placement proficiency test developed by the English Language Centre within the university to ensure participant homogeneity. The researcher recorded pre-test and post-test results of the participants and coded the values quantitatively. Data management and analyses were performed using the Statistical Package for Social Sciences (SPSS). The results were statistically analyzed using one-way ANOVA to test reliability and validity. The relevance of DA in enhancing listening comprehension is clearly supported by the fact that DA students’ results outperformed their counterparts in the study. The study findings also indicated a need for language educators to utilise mediation techniques in order to enhance students’ listening skills. Educators are advised to apply more DA approaches to mitigate student resistance to classroom instructions. These discoveries underscore the efficacy of DA and suggest its inclusion in the language-learning curriculum.

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The Effect of Dynamic Assessment on the Listening Skills of Lower-intermediate EFL Learners in Chinese Technical College: A Pilot Study

Cited by 13 publications

References 31 publications

Toward a sociocultural approach to computerized dynamic assessment of the TOEFL iBT listening comprehension test

Toward a sociocultural approach to computerized dynamic assessment of the TOEFL iBT listening comprehension test

On the Role of Dynamic Assessment on Promotion of Writing Linguistic Accuracy among EFL Learners: An Interventionist Model

Dynamic Assessment in the EFL Classroom: The Case of Listening Comprehension

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