The Impact of Interactionist Dynamic Assessment on Explanation Writing Ability of Intermediate EFL Learners

Khoshsima, Hooshang

doi:10.11648/j.ijll.20160405.13

Cited by 12 publications

(10 citation statements)

References 31 publications

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“…These findings align with the results of previous researchers who have found that scaffolding provided by others can improve future independent performance in students (Aghaebrahimian et al, 2014;Mahdavi 2014;Khoshsima et al, 2016;Kumar et al, 2023;Mauludin & Ardianti, 2017;Rashidi & Bahadori, 2018;Derakhshi 2019;Afshari et al, 2020). These results also support Gupta's (2009) assertion that while the outcome of the zone of proximal development (ZPD) is to develop competence, its goal is to support performance.…”

Section: Discussionsupporting

confidence: 90%

Writing Woes of ESL Learners: Can Dynamic Assessment Be the Solution?

Kumar,

Rupley,

Paige

et al. 2024

JETS

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This study explores the effectiveness of dynamic assessment (DA) in addressing grammatical writing difficulties in Pakistani English as a Second Language (ESL) learners' writing. Adopting an interactionist approach to DA, the research observes mediational moves by a teacher during the writing assessment process. The study employs a qualitative case study design, examining the interactional patterns and outcomes of DA for three higher secondary-level Pakistani ESL learners over an eight-week period. The findings indicate that the interactionist approach to DA is a promising method for improving the grammatical accuracy of Pakistani ESL learners, particularly in areas such as tenses, pronouns, and subject-verb agreement. The results of this study have significant implications for writing instruction in ESL contexts. Dynamic assessment can support the development of writing skills by providing ESL writers with opportunities to engage in distributive practice and receive feedback on their writing, resulting in a tailored and effective approach to writing instruction.

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Section: Discussionsupporting

confidence: 90%

Writing Woes of ESL Learners: Can Dynamic Assessment Be the Solution?

Kumar,

Rupley,

Paige

et al. 2024

JETS

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“…The findings of those studies convinced that the dynamic assessment approach had a considerable impact on EFL learners at elementary and secondary school in terms of grammar mastery skill. It refers that exposing dynamic assessment approach to the students assisted them in understanding the problem and improving their performance during test time compared to those who were not [20,21]. It can be emphasized that dynamic assessment approach influenced students' mastery of grammar knowledge.…”

Section: Resultsmentioning

confidence: 99%

Looking into the Role of Dynamic Assessment in English Grammar Mastery of Indonesian EFL Learners

Anam¹,

Akhiriyah²,

Iswati³

2023

Advances in Social Science, Education and Humanities Research

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Dynamic Assessment (DA) is known as an alternative assessment through which learners are helped to enhance performance beyond their current ability. Although the concept of DA has been widely introduced by experts, the it is still rarely put in practice by many educators, in particular, in the Indonesia context. The present study aims to investigate the implementation of DA approach in intermediate grammar class. To this end, eighty-five Indonesian EFL university students who took Functional Grammar Course from the English Education study program participated in this study. The participants belonged to experiment and control groups with each consisting of 42 and 43 students respectively. The data were collected through pretest and posttest. The findings revealed that DA had an impact on the students' grammar mastery, as suggested by the significant increase of post-test scores compared to pre-test ones among the experiment class and by the significant difference between the post test scores of the experimental and control classes, in favour of the experimental one. Accordingly, the findings highlighted the need for language teachers' attention to DA as an alternative to other assessment methods.

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“…It was found that regarding the effect of DA on grammatical accuracy, there is no difference between male a nd female learners. Khoshsima, Saed, and Mortazavi (2016) intended to provide feedback through implementing interactionist dynamic assessment to teach explanation genre writing among BA students of English translation in the Iranian context. The findings of their study showed that students could perform better when dynamic assessment implemented to the instruction due to the feedback provided through negotiation.…”

Section: Empirical Studies On Dynamic Assessmentmentioning

confidence: 99%

Dynamic Assessment of IELTS Writing Task One through Mobile Learning in the Context of Iranian EFL Learners

Moeinpour¹,

Nasiri²,

Pineh³

et al. 2019

IJELE

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Dynamic assessment is an approach primarily based on sociocultural theory of mind with the objective of combining instruction and assessment. In this approach learners’ development is simultaneously assessed regarding their Zone of Proximal Development. The present study was intended to investigate the effect of Mobile-Assisted Dynamic Assessment (MADA) on IELTS writing task one and also the EFL learners' perception to such approaches toward language learning. In order to achieve the aim of this quasi-experimental study, a social networking application, namely Telegram was applied on mobile phones. Based on the scores on the Oxford Quick Placement Test, twenty-three Iranian advanced-level EFL learners out of a population of 40 students participated in this study. An intact group went through a pre-test- treatment-post-test process. In the end, the participants were interviewed for their perceptions on mobile assisted dynamic assessment which was used to assess their writing skill. The results of the data analysis revealed that the participants experienced improvement in their writing after the treatment and obtained a significant increase in their scores of the post-test, and they benefited from the process of dynamic assessment through online mobile-learning environment. They further had a positive perception towards MADA.

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The Impact of Interactionist Dynamic Assessment on Explanation Writing Ability of Intermediate EFL Learners

Cited by 12 publications

References 31 publications

Writing Woes of ESL Learners: Can Dynamic Assessment Be the Solution?

Writing Woes of ESL Learners: Can Dynamic Assessment Be the Solution?

Looking into the Role of Dynamic Assessment in English Grammar Mastery of Indonesian EFL Learners

Dynamic Assessment of IELTS Writing Task One through Mobile Learning in the Context of Iranian EFL Learners

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