An Investigation Into the Effect of Dynamic Assessment on the EFL Learners’ Process Writing Development

Abstract

The present study was undertaken to explore the practicality and the effect of dynamic assessment on L2 writing ability of Iranian English as a foreign language (EFL) learners. To this end, 17 EFL learners divided into two groups, participated in this article. Then, dynamic assessment procedure was done in three steps, topic-choice, idea-generation, and macrorevising. All these steps ran with the mediation of the teacher and also the learners together. The results of the study indicated that dynamic assessment significantly influenced participants' scores, enhanced their writing ability, and illustrated that experimental group's dynamic assessment scores were generally higher than the control group's scores. The results of the learners' interview assured that dynamic assessment could improve the learners' EFL process writing and their writing confidence. It also elevated their motivation in their writing ability.Consequently, the present study attempts to find answers to the following questions:Research Question 1 (RQ1): Is dynamic assessment useful for foreign language learners' process writing? Research Question 2 (RQ2): What is the effect of dynamic assessment if it is a useful way for assessing EFL learners' process writing? Research Question 3 (RQ3): How do the participants of the study view dynamic assessment process? Research Question 4 (RQ4): What is the effect of dynamic assessment on the topic-choice stage of writing development? Research Question 5 (RQ5): What is the effect of dynamic assessment on the idea-generation stage of writing development? Research Question 6 (RQ6): What is the effect of dynamic assessment on the macro-revising stage of writing development?

Dynamic Assessment: A Complementary Method to Promote EFL Learning

“…It gives the learners a push to exhibit their talent with an expectation to be appreciated and applauded, as is the human tendency. Rashidi and Najed (2018) and Hidri (2019) concluded that Dynamic Assessment had a positive impact, especially on the syntactic forms which are considered as a major challenge by the EFL learners due to remarkable differences in the syntactic pattern between Arabic and English. The learners at Prince Sattam University and Qassim University showed improvements in their writings.…”

“…The result testifies the third study question, for the teacher mediates as interventionist and interactionist to improve learning by providing sequential prompts. Rashidi and Najed (2018), Adeline (2012), Dimitrios and Athanasia (2019), recommend this tendency. As per the results, 59.1% of respondents agreed with devoting instructional time during classes to fill learning gaps, and 56.8% of respondents preferred giving all the instructions at a time for a specific task.…”

The Effect of Dynamic Assessment on Iranian IELTS Students' Metacognitive Awareness for Reading Strategy and Reading Development

“…Since the positive effect of metacognitive awareness on language learners' achievement is confirmed in many studies in the literature (Boekaerts, Pintrich, & Zeidner, 2000;Bolitho et al, 2003;Eilam & Aharon, 2003;Salehi & Farzad ,2003;Mokhtari & Reichard, 2002;Palmer & Goetz, 1988;Victori & Lockhart, 1995;Zimmerman & Schunk, 2001;Purpura, 1997Purpura, , 1998Ajideh & Nourdad ,2012;Hessamy & Ghaderi, 2014;Levi ,2016;Bahadori Nejad ;,Minakova, 2020, investigating the potential effect of DA on metacognitive awareness of language learners is of significant importance which has not been explored adequately in the literature of English language learning in general and Iranian EFL settings in particular.…”

Dynamic Assessment in Language Learning; An Overview and the Impact of Using Social Media

“…Studies conducted to determine factors resulting to low-performance level among learners have revealed that there is no correlation between their performance, learning potential, and social backgrounds. According to these studies, many learners fail in static tests due to a lack of opportunities for learning experiences, cultural differences, special learning difficulties, or traumatic life experiences (Rashidi et al, 2018). Therefore, dynamic assessment has been recommended to be used in psychoanalysis and counseling fields (Cornfield, 2001;Falik, 2000;Haywood & Lidz, 2007).…”

“…Moreover, diversified research on dynamic assessment in second language context focuses on the classroom and the interaction between learner and mediator, and finally how this interaction functions to understand and improve learner's proficiency (Lantolf & Poehner, 2011). As it has been stated by Rashidi and Nejad (2018) in their study that investigates the effects of dynamic assessment on the EFL learners writing development, that the ultimate goals of dynamic assessment are for promoting development and providing learners' motivation. They have found in their study that learners made remarkable improvement as a result of the mediations that have been made based on the most salient concept of ZPD, developed by Vygotsky.…”