Dynamic vs Nondynamic Assessments: Impacts on Intermediate EFL Learners’ Receptive Skills

Abstract

Listening and reading skills, which are two of the essential skills in the world of language learning, have established themselves in various academic fields. Many researchers have looked at teaching and developing these two receptive abilities, but less focus has been paid to assessing and testing them. Traditional evaluation has been used to examine learners for a long time, but new teaching methods should introduce new ways to test and assess students. This study attempted to investigate the impact of dynamic assessment (DA) vs. nondynamic assessment (NDA) on Ethiopian intermediate EFL learners’ receptive abilities, which was conceptually grounded by Vygotsky’s (1978) socio-cultural theory (SCT). To this end, 96 intermediate students from a high school participated in this study. Then, they were divided into three equal groups: two experimental groups (EG1 and EG2) and one control group (CG). After administering a pretest, the EG1 and EG2 were taught listening and reading skills through group dynamic assessment, and the control group received traditional instruction. After the treatment, a posttest was administered. The results of one-way ANCOVA revealed that dynamic assessment had significant effects on receptive skills. This study has implications for instructors, students, and material designers in light of the findings. Teachers are encouraged to use DA in their language instruction to help students improve their English language abilities.

The Effectiveness of Globalized Task-Centered Language Instruction on EFL Learners’ Sustainable Motivation and Syntactic Proficiency

“…TCLI is an appropriate method for language learning. Additionally, the results of this research study and those of Zhang and Hung (2012), Reed (2019), Abdulaal, Ramadan, Heji, andRobso (2022) are in agreement. They found that task-centered instruction used for students' motivation supports the beneficial effects of TCLI on grammar improvement.…”

The Impact of a Contrastive Lexical Approach in Formulaic Expressions’ Perception on University EFL Learners’ Writing Proficiencies

“…e implication, as the size effect results showed, was that there was a strong correlation between CLA and writing skill development. is finding is backed by academics who have demonstrated that formulaic language plays a role in fostering writing abilities, particularly those whose research has been done in the context of the Saudi EFL [34]. Furthermore, research showing that L1 writing positively influences L2 writing [32] is quite consistent with the result that CLA improves EFL students' writing competence.…”

“…e bottom line is that those language learners who use this method have a greater chance of remembering and retrieving frequently used structures in their speech, and as they become more proficient, they choose L2 lexical chunks more automatically and rely less on their L1 counterparts, which are thought to scaffold the entire operation. EFL learners may find that they are unable to write well since they are unfamiliar with the appropriate lexical chunks that would ease their performance [34].…”

A Sociocultural Perspective on the Impact of Instructor Versus Peer Scaffolding Upon Lexical Digesting and Reading Perception

“…According to SCTF, learning doesn’t take place in a vacuum; it is impacted by meaningful social interactions in context. A youngster learns alongside an adult or a more experienced classmate, and language digesting takes place in the learner’s zone of proximal progress (Abdulaal et al, 2022b, Jafari, 2019; Jamali Kivi et al, 2022; J. Lantolf & Poehner, 2014; Teemant, 2018).…”