The comparative effect of computerized dynamic assessment and rater mediated assessment on EFL learners’ oral proficiency, writing performance, and test anxiety

Sherkuziyeva, Nasiba; Gabidullina, Farida Imamutdinovna; Ibrahim, Khaled Ahmed Abdel-Al; Bayat, Sania

doi:10.1186/s40468-023-00227-3

Cited by 4 publications

(1 citation statement)

References 41 publications

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“…The objective of this case study was to investigate how interactionist discourse analysis (DA) could enhance the essay writing skills of ESL learners. DA is a flexible method that can be adapted to a variety of different teaching and learning environments to mediate student errors, in this case we focused on writing errors (Sherkuziyeva et al, 2023). The findings of the study revealed that DA was effective in mediating writing errors in each of the three students across all eight categories including vocabulary, subject-verb agreement, tenses, articles, active-passive voice conditionals, modal verbs, and coherence and cohesion.…”

Section: Discussionmentioning

confidence: 99%

Writing Woes of ESL Learners: Can Dynamic Assessment Be the Solution?

Kumar,

Rupley,

Paige

et al. 2024

JETS

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This study explores the effectiveness of dynamic assessment (DA) in addressing grammatical writing difficulties in Pakistani English as a Second Language (ESL) learners' writing. Adopting an interactionist approach to DA, the research observes mediational moves by a teacher during the writing assessment process. The study employs a qualitative case study design, examining the interactional patterns and outcomes of DA for three higher secondary-level Pakistani ESL learners over an eight-week period. The findings indicate that the interactionist approach to DA is a promising method for improving the grammatical accuracy of Pakistani ESL learners, particularly in areas such as tenses, pronouns, and subject-verb agreement. The results of this study have significant implications for writing instruction in ESL contexts. Dynamic assessment can support the development of writing skills by providing ESL writers with opportunities to engage in distributive practice and receive feedback on their writing, resulting in a tailored and effective approach to writing instruction.

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Section: Discussionmentioning

confidence: 99%

Writing Woes of ESL Learners: Can Dynamic Assessment Be the Solution?

Kumar,

Rupley,

Paige

et al. 2024

JETS

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The impact of computerized dynamic assessment on the explicit and implicit knowledge of grammar

Kargar Behbahani,

Karimpour

2024

Computer Assisted Language Learning

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Comparing the effects of computerized formative assessment vs. computerized dynamic assessment on developing EFL learners’ reading motivation, reading self-concept, autonomy, and self-regulation

Estrada-Araoz,

Sayed,

Niyazova

et al. 2023

Lang Test Asia

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This research compared the impacts of computerized formative assessment (CFA) and computerized dynamic assessment (CDA) on students’ motivation, reading self-concept, autonomy, and self-regulation. Out of a total of 123 Bangladeshi pupils, 87 participants were carefully chosen as the study’s sample subject based on the Preliminary English Test (PET) results. Using the convenience sampling method, three equal groups—one control and two experimental ones (dynamic and formative) (n = 29)—were randomly selected. Pretests were then taken by each of the three groups to assess their reading motivation, reading self-concept, autonomy, and self-regulation. Then, various treatments were presented to the groups. The control group students underwent conventional assessment. C-DA was administered to students in the first experimental group participants, while CFA was run in the second experimental group. At the treatment finished, the groups completed reading motivation, reading self-concept, autonomy, and self-regulation posttests. The data were examined using the one-way ANOVA test as well as the post hoc Scheffe test. The one-way ANOVA analysis showed that the three groups’ posttest outcomes varied. The C-DA group outperformed the computerized formative group in reading motivation, reading self-concept, autonomy, and self-regulation, according to the data analysis. It was found that C-DA helped EFL students improve their motivation in reading, reading self-concept, autonomy, and self-regulation. Finally, recommendations for further studies were offered along with the conclusions, implications, and limitations.

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The comparative effect of computerized dynamic assessment and rater mediated assessment on EFL learners’ oral proficiency, writing performance, and test anxiety

Cited by 4 publications

References 41 publications

Writing Woes of ESL Learners: Can Dynamic Assessment Be the Solution?

Writing Woes of ESL Learners: Can Dynamic Assessment Be the Solution?

The impact of computerized dynamic assessment on the explicit and implicit knowledge of grammar

Comparing the effects of computerized formative assessment vs. computerized dynamic assessment on developing EFL learners’ reading motivation, reading self-concept, autonomy, and self-regulation

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