An exploration into EFL learners’ writing skills via mobile-based dynamic assessment

2020 ◽  
Author(s):  
Saman Ebadi ◽  
Saba Bashir
Keyword(s):  
Dynamic Assessment ◽  
Writing Skills ◽  
Efl Learners

Dynamic assessment and requesting: Assessing the development of Japanese EFL learners’ oral requesting performance interactively

2020 ◽  
Vol 17 (5) ◽  
pp. 545-575
Author(s):  
Allan Nicholas
Keyword(s):  
Conversation Analysis ◽  
Dynamic Assessment ◽  
Task Type ◽  
Efl Learners ◽  
Coding Scheme ◽  
Dynamic Methods ◽  
Two Phases ◽  
Japanese Learners ◽  
Development Analysis ◽  
Insight Into

AbstractThis study investigates the use of dynamically-administered strategic interaction scenarios (D-SIS) in identifying Japanese EFL participants’ difficulties with requesting-in-interaction, and tracking their development. Informed by conversation analysis research, six Japanese EFL learners at a university in Japan carried out D-SIS tasks in two phases, with the aim of both identifying specific aspects of requesting-in-interaction that were challenging, and learner development. Analysis focuses on three particular areas of difficulty that arose for participants during the dialogic interactions—connecting request turn utterance linguistic choices to social context; pre-request expansions of requesting talk, and pre-closing sequences. A coding scheme was applied that analyzed mediation sequences in terms of the efficiency with which participants oriented to and resolved problems, allowing ZPD movement to be quantified. In combination with close qualitative analysis of the transcript data, mediation sequences provided insights into the participants’ knowledge and understanding of these areas that would not have been gained through non-dynamic methods. Results therefore provide insight into areas of difficulty for Japanese learners with regards to requesting, and provide support for the use of the D-SIS task type as a diagnostic tool in regards to request-based talk-in-interaction.

scholarly journals Enhancing learning potential score in EFL listening comprehension and self-regulation through self-regulated dynamic assessment procedures

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Parisa Abdolrezapour ◽  
Nasim Ghanbari
Keyword(s):  
Listening Comprehension ◽  
Comparison Group ◽  
Dynamic Assessment ◽  
Self Regulation ◽  
Control Group ◽  
Assessment Procedure ◽  
Learning Potential ◽  
Theoretical Understanding ◽  
Efl Learners ◽  
Assessment Procedures

AbstractThis study aimed to integrate self-regulation strategies into dynamic assessment procedures of listening comprehension in an EFL setting and examine the possibility of raising EFL students’ listening comprehension and self-regulation skills. In addition, it explored the possibility of enhancing EFL learners’ potential scores in listening comprehension and self-regulation through applying self-regulation activities as a tool for motivating learners while being assessed. The assessment procedure was based on Vygotsky’s notion of the zone of proximal development and self-regulated intervention. The participants were 49 Iranian EFL learners in three groups: a control group, which received the institute’s regular instructional activities; a comparison group, which received dynamic assessment (DA); and an experimental group which received self-regulated dynamic assessment (SR-DA) procedures, in the form of an intervention focusing on cognitive, emotional, and behavioral self-regulation states of learners. Results of the study pointed to the potential of SR-DA for enhancing the students’ learning potential over and beyond that which is available from the DA (as offered to the comparison group) and the static testing (as offered to the control group). The results have important implications for a theoretical understanding of the mechanisms through which EFL learners develop necessary self-regulation skills in the EFL context.

scholarly journals Genre-based Approach to Writing in EFL Contexts

2021 ◽  
Vol 11 (2) ◽  
pp. 95
Author(s):  
Vu Phi Ho Pham ◽  
Thi Kim Loan Bui
Keyword(s):  
Systemic Functional Linguistics ◽  
Writing Skills ◽  
Teaching Writing ◽  
Microsoft Excel ◽  
Efl Writing ◽  
Efl Learners ◽  
Step Structure ◽  
Writing Course ◽  
Efl Teachers ◽  
Teachers And Students

Writing is a challenging and demanding skill for EFL learners in Vietnam. Teaching writing skills at Vietnamese universities is problematic since different approaches to writing have not been implemented effectively. Mainly, a genre-based approach to writing has not yet been implemented in EFL writing classrooms successfully. This paper investigates how the genre-based writing approach has been taught and learned at Van Lang University. The study mentions some critical notions of systemic functional linguistics, genre-based writing approach, and the importance and effects of genre-based approach to writing. 128 students turned in their midterm essays in week 5 of the 10-week writing course. These 128 expository essays were analyzed and synthesized using Microsoft Excel to calculate the differences in move-step structure. The findings indicated that the students had difficulty following the fixed move-step structure, and they also faced challenges of lexico-grammatical usage for the expository. Hence, the study suggests some implications for applying a genre-based approach to writing for EFL teachers and students and suggests further research.

scholarly journals The Impact of Using the Station Rotation Model on Saudi EFL Learners’ Descriptive Writing Skills

2021 ◽  
pp. 1-114
Author(s):  
Alanoud Ahmed Aldukhi
Keyword(s):  
Writing Skills ◽  
Intermediate School ◽  
Efl Learners ◽  
Study Results ◽  
Post Test ◽  
Quasi Experimental ◽  
The Impact ◽  
Descriptive Writing ◽  
Experimental Group ◽  
Rotation Model

The present study investigated the impact of the station rotation model (SRM) on enhancing students’ descriptive writing skills. It adopted the quasi-experimental pre-post test control/ experimental group design. The tools of the study included a pre/post- descriptive writing skills test, and open-ended questionnaire. The participants of the study were selected randomly, 40 female students enrolled in the twelfth intermediate school in Riyadh. Students of the experimental group received the descriptive writing skills instructions in nine sessions based on the SRM, two of them were for training. The study results revealed statistically significant differences at 0.05 level between the mean scores of the control and the experimental groups on the post test in favor of the experimental group in overall descriptive writing skills as well as in each descriptive writing skill. The researcher recommended that there is a real necessity from educators and teachers to prepare appropriate curriculums that involve implementing the station rotation model inside the classrooms, in a way that corresponds with teachers’ ability and students’ need, aiming to gain the mentioned advantages.

scholarly journals Enhancing Elementary Level EFL Students’ Reading Comprehension and Writing Skills through Extensive Reading Enrichment Program

2015 ◽  
Vol 3 (2) ◽  
pp. 28
Author(s):  
Rania Adel Ibrahim Ahmed ◽  
Hussam Rajab
Keyword(s):  
Saudi Arabia ◽  
Reading Comprehension ◽  
Statistical Analysis ◽  
Primary School ◽  
Writing Skills ◽  
Arab Countries ◽  
Extensive Reading ◽  
Convenience Sample ◽  
Efl Learners ◽  
The Impact

<p>This quasi-experimental, longitudinal, quantitative study investigated the impact of Extensive Reading (ER) on developing second language (L2) reading comprehension and writing skills among primary school EFL learners in two Arab countries, Egypt and Saudi Arabia. The study is based on an experiment conducted over a nine-month period on a convenience sample of 112 primary school students <em>(n=112</em>) divided into five groups, three experimental groups and two control group, where the students belonged to two different private schools in Egypt and two different international schools in two cities in Saudi Arabia. The experiment, in the form of an enrichment ER program, used graded readers for young learners and was designed to foster ER for pleasure. The study, guided by three hypotheses, incorporated two types of statistical analysis tests, paired samples t-tests and one-way analysis of variance (ANOVA). The statistical analysis tests performed indicated marked improvement in English proficiency in the two experimental groups, with particular reference to reading comprehension and writing. A number of pedagogical implications and recommendations for future research are given. Additionally, the study highlights the issue related to insufficient exposure to English for young Arab EFL learners in their daily lives, which, unfortunately, seems to cause relapses in their L2 intake, despite having an age advantage.</p>

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