The Differential Diagnostic Affordances of Interventionist and Interactionist Dynamic Assessment for L2 Argumentative Writing

Abstract

Taking a case study approach, this study investigated the differential potentials of interactionist and interventionist Dynamic Assessment (DA) as diagnostic tools for the investigation of the difficulties faced by five Farsi-speaking learners of English argumentative writing. The study was conducted as part of an EFL academic writing course which aimed to improve learners’ ability to present strong arguments based on a revised version of Toulmin’s model (Qin, 2009). The focus of the study was on the process rather than the product of learning, with the aim of gaining insights into the diagnostic nature of DA to address persistent problems these learners had been shown to have, as confirmed by their instructor. Data were collected via individualized sessions between the mediator and the learners, randomly assigned into interactionist (n=3) and interventionist (n=2) DA groups. Qualitative analysis of transcribed interactions evidenced that interactionist DA could provide more nuanced understandings of the learners’ ZPDs in relation to the components of Toulmin’s model. Suggestions for further research have been made.

Promoting young EFL learners’ listening potential: A model of mediation in the framework of dynamic assessment

“…From the findings of the experimental study, our self‐constructed systematic DA mediation model functioned successfully in diagnosing young learners’ difficulties in EFL listening comprehension, and such diagnostic information helped the teacher to promote their development through tailored mediation. The findings corroborate previous research concerning DA's diagnostic function (Ableeva & Lantolf, 2011; Antón, 2009; Kao & Kuo, 2021; Lantolf & Poehner, 2010; Nassaji et al., 2021; Poehner & Lantolf, 2005). What is more, just as Vygotsky (1998) proposed, to disclose the underlying competence of the learner, supportive mediation must be provided to them for those emerging capabilities to manifest, so as to provide a catalyst for the next step in their development.…”

“…Such findings reveal the role that DA can play in alleviating listening comprehension problems by providing timely and pertinent mediational moves. Due to dialogic interaction between the teacher and the students, the collaborative framework formed between the two served as a fertile platform for guided exploration of the learners’ ZPD and, as a result, enabled a nuanced diagnosis of the difficulties they faced (Nassaji et al., 2021). From the SCT perspective, responsiveness to mediation is an important indicator of ongoing development and is indispensable for understanding a learner's future developmental trajectory.…”

“…An extensive research literature now documents uses of DA with L2 learners at different proficiency levels, from experimental settings to classroom practice (Ableeva & Lantolf, 2011;Davin, 2013;Poehner, 2007Poehner, , 2008Sternberg & Grigorenko, 2002). The research is focused on various language abilities, including reading (Abdolrezapour, 2017;Kozulin & Garb, 2002), writing (Alavi & Taghizadeh, 2014;Nassaji et al, 2021;Shrestha & Coffin, 2012), and speaking (Estaji & Farahanynia, 2019;Hill & Sabet, 2009;Levi, 2012;Poehner, 2008). However, scant attention has been allocated to DA research concerning L2 listening, and the related reports available have mainly focused on adult learners at a tertiary educational level (Ableeva & Lantolf, 2011;Ableeva & Thomason, 2019;Hidri, 2014).…”

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

“…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.…”

“…These studies have shown that different DA approaches and mediational strategies have varying diagnostic and developmental potentials for L2 writing in different settings. For instance, Rahimi et al (2015) and Nassaji et al (2020) focused on the conceptual and argumentative writing skills of EFL learners, respectively. 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.…”