Dynamic Assessment of L2 Listening Comprehension in Transcendence Tasks

Shabani, Karim

doi:10.1016/j.sbspro.2014.03.600

Cited by 13 publications

(12 citation statements)

References 6 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…a sentence or a phrase about which the student was uncertain or unsure. The confirming response strategy shows Vygotsky's affective-volitional aspect of learning because it help the less experienced learner becomes aware of their influential roles as questioners who seek for clarification (Shabani, 2014). The excerpt below taken from TR1 confirms this meditational move:…”

Section: Appendixmentioning

confidence: 74%

Dynamic assessment of writing ability in transcendence tasks based on Vygotskian perspective

Farrokh

Rahmani

2017

Asian. J. Second. Foreign. Lang. Educ.

View full text Add to dashboard Cite

This study aimed to investigate the dynamic assessment of writing proficiency in Iranian English learnersˊwriting ability in transcendence tasks based on Vygotskian perspective. The questions which this research intended to answer were: 1) Does dynamic assessment affect Iranian English learners' writing ability? 2) Do the results of dynamic Assessment differ from the results of a non -dynamic assessment? 3) If learners progress, are they able to maintain their improved performance in the transcendence tasks when the assessment context changes? To answer the questions, 60 learners were selected following an Oxford Placement Test, and then randomly divided into two groups, experimental and control. The experimental group received dynamic assessment based instruction while control group received a non-dynamic writing instruction. After eight sessions, both groups were post tested and underwent a static and a dynamic assessment. The results indicated the outperformance of the experimental group over the control one. After two weeks, the experimental group undertook two transcendence tasks in order to trace their growing proficiency in more difficult and to increase innovative tasks. Moreover, upon analyzing the protocols, an inventory of meditational moves was detected as a posterior. As the result, the study suggests the use of dynamic assessment as a development-oriented procedure to diagnose and develop the learnersˊemerging abilities.

show abstract

Section: Appendixmentioning

confidence: 74%

Dynamic assessment of writing ability in transcendence tasks based on Vygotskian perspective

Farrokh

Rahmani

2017

Asian. J. Second. Foreign. Lang. Educ.

View full text Add to dashboard Cite

show abstract

“…The findings showed a significant increase in comprehension of cognitive practices in learning and improved development. Shabani [8] argued that the sociocultural theory developed the learning curve of second language (L2) students' listening skills. The students' ability to understand unfamiliar terms increased more using DA than it did using the pre-test activity and task-repetition exercise method, a development which indicates the innovative trajectories of the zone of proximal development (ZPD).…”

Section: Justification For the Studymentioning

confidence: 99%

Dynamic Assessment in the EFL Classroom: The Case of Listening Comprehension

Alshenqeeti

Grami

2019

AJESS

View full text Add to dashboard Cite

The current study evaluates the potential of dynamic assessment (DA) in listening comprehension classes. DA is based on the sociocultural aspect of the Vygotskyan theory. It facilitates language improvement because DA assumes that mental instruments mediate psychological exercises. Although DA has been extensively analyzed, few studies have investigated its impact on listening comprehension in the language classroom. This study intends to fill the research gap in listening comprehension studies using DA as a mediation tool. The purpose of the current study therefore is to assess the effects of dynamic assessment on listening comprehension. A total of fifty-six English as a foreign language (hereinafter EFL) learners took part in the present examination. The subjects took a general placement proficiency test developed by the English Language Centre within the university to ensure participant homogeneity. The researcher recorded pre-test and post-test results of the participants and coded the values quantitatively. Data management and analyses were performed using the Statistical Package for Social Sciences (SPSS). The results were statistically analyzed using one-way ANOVA to test reliability and validity. The relevance of DA in enhancing listening comprehension is clearly supported by the fact that DA students’ results outperformed their counterparts in the study. The study findings also indicated a need for language educators to utilise mediation techniques in order to enhance students’ listening skills. Educators are advised to apply more DA approaches to mitigate student resistance to classroom instructions. These discoveries underscore the efficacy of DA and suggest its inclusion in the language-learning curriculum.

show abstract

“…Similarly, Shabani (2014) conducted a study to complete the concept of generalizability from a qualitatively different perspective, namely, Vygotsky's (1978) socio-cultural theory (SCT). This study, infused by Poehner's (2009) interactionist group dynamic assessment G-DA, and Feuerstein, Rand, and Hoffman (1979) Mediated Learning Experience (MLE) concept, has explained to track the developmental trajectories of L2 learners' listening comprehension ability within a microgenetic framework in hopes to bring into perspective learners' qualitative changes in their ZPD across a set of different innovative tasks.…”

Section: International Journal Of Linguisticsmentioning

confidence: 99%

“…DA has substantiated to be fruitful in all language skills namely, reading (Ajildeh & Nourdad, 2012;Caffrey, 2006), writing (Isavi, 2012;Tianshun & Lv, 2013), speaking (e.g., Hill & Sabet, 2009), listening as a product (e.g. Field, 2008;Rost, 2001;Rubin, 1994) and listening comprehension (Ableeva, 2010;Alavi, Kaivanpanah, & Shabani, 2011;Emadi, 2015;Hashemi Shahraki, Ketabi, & Barati, 2015;Hidri, 2014;Shabani, 2014).…”

Section: Introductionmentioning

confidence: 99%

The Interplay between Language Skills and Dynamic Assessment

Farzaneh

Derakhshan

Ziabari

2016

IJL

View full text Add to dashboard Cite

Dynamic assessment (DA), as a pro-learning style of assessment, has been investigated in the educational literature for three decades or more. DA has been encouraged by the dearth of conventional static tests to prepare precise information about the individual's learning abilities, change processes, specific deficient functions, and mediational strategies that are in charge for cognitive modifiability. DA, strongly rooted in Socio-cultural Theory (SCT) and Zone of Proximal Development (ZPD), is essentially defined as an approach which takes into account personal differences and their uses for teaching which accepts intervention in the assessment method. As stated by Lantolf and Poehner (2011), both collaborative functioning and interaction with others in DA differentiates it from traditional assessment. In DA processes, the emphasis is on the process rather than the products of learning. The important point is that dynamic assessment, as opposed to non-dynamic assessment (NDA), does not separate teaching from testing but instead takes them into account as two aspects of the same thing. Many authors have offered that DA could be used in all language skills, while others postulated that it cannot be useful in the ordinary classes. Regarding the significant contributions of DA in EFL/ESL contexts, the present paper, therefore, aims to review some important studies that have implemented DA on different language skills and the process of their research. It brings to the fore different theories underlying DA, including SCT and ZPD. It then elucidates two approaches to DA, namely interactionist and interventionist. It finally suggests some strands of research and emphasizes the implications of other studies conducted on the interplay between language skills and DA.

show abstract

Dynamic Assessment of L2 Listening Comprehension in Transcendence Tasks

Cited by 13 publications

References 6 publications

Dynamic assessment of writing ability in transcendence tasks based on Vygotskian perspective

Dynamic assessment of writing ability in transcendence tasks based on Vygotskian perspective

Dynamic Assessment in the EFL Classroom: The Case of Listening Comprehension

The Interplay between Language Skills and Dynamic Assessment

Contact Info

Product

Resources

About