Dynamic assessment of argumentative writing: Mediating task response

Kushki, Ali; Rahimi, Mohammad; Davin, Kristin J.

doi:10.1016/j.asw.2022.100606

Cited by 12 publications

(10 citation statements)

References 24 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Much of the existing DA research focuses on micro aspects like grammatical errors (e.g., Davin et al, 2017;Sagre et al, 2021). Because inherent differences exist between DA provided to mediate students' oral production and DA provided in the form of written prompts targeting essay writing, the present study suggests that DA models of writing that target conceptual development are necessary (see Kushki et al, 2022 for an example). As Ferris (2003) argues, in the initial stages of feedback provision teachers must focus more on content issues and only target form errors that impede communication.…”

Section: Discussionmentioning

confidence: 94%

“…Analyses revealed that learners' independent performance improved from the first DA session to the second. Kushki et al (2022) also studied DA of writing through written mediation, but instead utilized a hybrid approach to mediation, meaning that the format of prompts followed a planned approach (e.g., highlighted rubric, narrative endnotes, comment bubbles) but their content could vary (e.g., suggestions in endnotes and comment bubbles varied based on individual's needs). They investigated EFL learners' development of argumentative essay writing in preparation for passing the International English Language Testing System (IELTS).…”

Section: Review Of the Literaturementioning

confidence: 99%

“…A small, though growing, number of studies have explored the application of DA to L2 writing (e.g., Kushki et al, 2022; Leontjev & DeBoer, 2022; Nassaji et al, 2020; Poehner et al, 2018; Poehner & Yu, 2021; Rahimi et al, 2015; Shrestha & Coffin, 2012; Shrestha, 2020). These studies have shown that different DA approaches and mediational strategies have varying diagnostic and developmental potentials for L2 writing in different settings.…”

Section: Review Of the Literaturementioning

confidence: 99%

“…Poehner et al (2018) focused on developing micro‐aspects of writing (e.g., the passive voice and the causative) and Poehner and Yu (2021) explored the diagnostic potential of rubrics in mediating L2 learners' writing abilities. However, except for Shrestha (Shrestha & Coffin, 2012; Shrestha, 2020) and Kushki et al (2022), who used written mediation, the other studies focused on face‐to‐face oral mediation.…”

Section: Review Of the Literaturementioning

confidence: 99%

“…Upon resubmission, if the student still lacks a strong topic sentence, the teacher might provide more explicit mediation. The teacher could provide an example of a strong topic sentence and explain what aspects make a topic sentence strong (see Kushki et al, 2022). If the student's ensuing revision includes strong topic sentences throughout the essay, the student's work shows evidence of learning .…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

Professional development as Praxis: EFL teachers' challenges in learning to implement dynamic assessment of writing

2023

Self Cite

View full text Add to dashboard Cite

The present study adopted a praxis orientation to second language (L2) research and pedagogy to explore the professional development needs of three English as a foreign language (EFL) teachers after their first attempt at implementing dynamic assessment (DA) of essay writing. To date, few studies have examined how teachers learn to implement DA, especially in a context like Iran where the educational system has historically centered upon high‐stakes assessments of learning (Rezagah, 2022). This study sought to understand how existing models of DA professional development could be modified to prepare teachers to implement DA of essay writing through written mediation. Findings revealed three challenges that arose for teachers during their initial attempts at DA implementation: 1) choosing an appropriate target for mediation, 2) delivering graduated mediation, and 3) dedicating sufficient time to the process of DA. We outline each of these three challenges in the findings of this article and their correspondent suggestions for revised future professional development of DA of writing.

show abstract