Beyond Reading Comprehension: The Effect of Adding a Dynamic Assessment Component on EFL Reading Comprehension

Mardani, Mehdi; Tavakoli, Manssour

doi:10.4304/jltr.2.3.688-696

Cited by 17 publications

(19 citation statements)

References 9 publications

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“…The reasoning and justification presented in the preceding paragraph could provide a cogent reason why DA has been shown to be beneficial in the improvement of language skills and subskills like speaking (Ahmadi- Safa et al, 2015), reading (Mardani & Tavakoli, 2011), and vocabulary learning (Hessamy & Ghaderi, 2014), and pronunciation rhythm in the present study.…”

Section: Addressing the First Hypothesismentioning

confidence: 65%

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Effects of Dynamic Assessment on the Acquisition of the Rhythm of English: The Case of EFL Learners’ Attitudes

Shafiee¹,

Talakoob²,

Fatahi³

2018

IJEL

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Dynamic assessment has been widely used in educational literature over the past two decades. The present study aimed at investigating the effect of using dynamic assessment on teaching the rhythm of English to Iranian EFL learners and scrutinizing their attitudes towards it. The participants of the study were 30 Iranian EFL leaners at the intermediate level of proficiency, who were conveniently selected from a foreign language institute in Isfahan, Iran. In order to achieve the objectives of the study, the participants were divided into two homogenous groups, including the experimental group and control group. In this quasi-experimental, pretest-posttest-control-group-design research study, the control group followed traditional method of learning pronunciation and rhythm, while dynamic assessment approach was used to teach the same materials to the experimental group. In contrast to the control group, the experimental group took an active role in the classroom by having more interaction and using the ongoing hints and prompts provided by the teacher. The result of the posttest unfolded that there was a significant difference between the performances of the two groups, and that the experimental group participants managed to outperform the control group members on the pronunciation posttest. Moreover, based on the attitude questionnaire, EFL learners had grown a positive attitude towards the use of dynamic assessment to learn rhythm. The results of this study demonstrated that through the implementation of DA, the proper form of mediation could be provided to the learners regarding their ZPD.

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Section: Addressing the First Hypothesismentioning

confidence: 65%

“…In the same vein, Mardani and Tavakoli (2011) investigated the role of dynamic assessment in reading comprehension of 30 Iranian male learners. During the mediation phase the researchers followed an interactionist method which was based on cooperative dialog.…”

Section: Literature Reviewmentioning

confidence: 99%

Effects of Dynamic Assessment on the Acquisition of the Rhythm of English: The Case of EFL Learners’ Attitudes

Shafiee¹,

Talakoob²,

Fatahi³

2018

IJEL

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“…In assessing the effect of dynamic assessment accompanied by technology in our country, Birjandi and Ebadi (2012) carried out a web-based qualitative inquiry in the synchronous computer-mediated communication (SCMC) via Web 2.0. Mardani and Tavakoli (2011) used an interactionist approach in the sandwich format to group dynamic assessment to study the effect of adding a dynamic assessment to EFL reading comprehension. Sadeghi and Khanahmadi (2011) conducted a research on 60 Iranian male and female intermediate EFL learners to assess the viability of dynamic assessment used as an instructional adjunct in the development of Iranian EFL learners' grammar.…”

Section: Review Of Literaturementioning

confidence: 99%

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

Rashidi

Nejad

2018

SAGE Open

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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?

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“…As for reading, the comparison study of Mardani and Tavakoli (2011) showed the positive effects of DA while Ajideh, Farrokhi and Nourdad (2012) found that learners with different levels of language proficiency might obtain different benefits from DA procedure. But the two studies only centered on the results rather than the processes of DA.…”

Section: Reading and Listeningmentioning

confidence: 95%

A Review of Empirical Studies in L2 Dynamic Assessment

2015

Chinese Journal of Applied Linguistics

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The present paper reviews 25 studies conducted in the domain of L2 (second/foreign language) dynamic assessment (DA) in recent years. It begins with a survey of relevant research, then discusses some of the major findings and problems, and finishes with some suggestions for further research. The main findings of the review are as follows: (a) DA has the potential to promote L2 competence development; (b) both the interactionist approach and interventionist approach have attracted the interest of L2 researchers; (c) most studies have focused on small samples; (d) reading and grammatical knowledge have drawn the most attention; (e) group DA may be a potential method to advance L2 competence development in both the focused individual and the other members of the group; (f) computers might play a complementary role to humans acting as mediators; and (g) case study methodology has been the overwhelming choice for experimental design. Based on the available research, we suggest that additional studies are called for on the following issues: (a) L2 DA as an approach to measurement, (b) potential mediators, (c) validity issues of L2 DA, (d) the interface between DA and second language acquisition, and (e) the development of L2 classroom teachers.

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Beyond Reading Comprehension: The Effect of Adding a Dynamic Assessment Component on EFL Reading Comprehension

Cited by 17 publications

References 9 publications

Effects of Dynamic Assessment on the Acquisition of the Rhythm of English: The Case of EFL Learners’ Attitudes

Effects of Dynamic Assessment on the Acquisition of the Rhythm of English: The Case of EFL Learners’ Attitudes

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

A Review of Empirical Studies in L2 Dynamic Assessment

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