Dynamic assessment of L2 learners’ reading comprehension processes: A Vygotskian perspective

Effects of Mediation on an EFL Learner's Grammar Development: A Case Study of an EFL Beginner Student

“…This study also supports the findings of other studies on dynamic assessment, for example, reading comprehension (e.g., Guterman, 2002;Artelt, Dorfler, & Golke 2009;Ajideh & Nourdad, 2012;Gellert, 2012;Shabani, 2012;Ahmadi, 2013) and speaking (e.g., Hill & Sabet.2009). …”

The Impact of Mediation on EFL Learners’ Interpretation

“…There were similar studies examining the impact of mediation on different skills such as reading comprehension skill (Shabani, 2012), listening comprehension skill (Ableeva, 2010), and writing skill (Isavi, 2012). As the results of the present study indicate, mediation assisted learning can be a more effective mode of learning and the results of the study confirmed the findings of other studies (e.g., Gibbons, 2003;Poehner & Lantolf, 2005), when they concluded that learners perform better when they are provided with mediation in joint activities.…”

“…Also, there is another study by Shabani (2012) about the usage of DA on L2 learners' reading comprehension, and its focus is to explore the feasibility of Computerized Dynamic Assessment (C-DA) in the context of reading comprehension and, more precisely, the effects of electronically delivering textual and visual scaffolding on L2 readers' comprehension processes.…”

“…The results of their study indicated that students with a similar performance level demonstrate different and even dramatically different ability to learn and use new text comprehension strategies. Shabani (2012) tested the feasibility of computerized version of dynamic assessment in the context of L2 reading comprehension. The results showed that electronically delivered mediatory scaffolding can enhance the students' reading comprehension and computer can raise readers' consciousness by directing their attention to the key sections of the text and assisting them to understand the text better.…”

Dynamic Assessment in English Pronunciation Teaching: From the Perspective of Intellectual Factors

“…Anton (2009) indicated that there was a clear difference between learners' actual and potential abilities in a research of a group of third-year Spanish language majors who were given necessary mediation in writing and speaking learning. The investigation by Shabani (2012) revealed the significant progress in learners' reading comprehension ability by exposing them to a DA approach of mediations in teaching process.…”