Group Dynamic Assessment and EFL Learners’ Oral Production, Motivation, and Classroom Anxiety

Although research studies on dynamic assessment (DA) yielded promising results to the field of language teaching, scant research attention has been paid to examining the effectiveness of group dynamic assessment (G-DA) in relation to vocabulary development. To this effect, the present mixed-methods study was designed to inspect the potential of concurrent G-DA in enlarging receptive and productive vocabulary size of 56 Iranian intermediate EFL learners. The study used two modalities: the control group, which was taught the selected lexical items through traditional procedures such as using word lists; and the experimental group, which was offered group-based supportive prompts for doing vocabulary exercises within the G-DA framework. The results of a series of independent-samples t-tests indicated the significant effect of G-DA in enhancing receptive and productive vocabulary size of EFL learners. The qualitative data underscored the role of group mediation in increasing learners’ motivation to increase vocabulary uptake within the G-DA framework and maintaining their positive attitude toward G-DA.

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Computerized Group Dynamic Assessment and Listening Comprehension Ability: Does Self-Efficacy Matter?

Journal of language and Education ◽

10.17323/jle.2020.9834 ◽

2020 ◽

Vol 6 (1) ◽

pp. 157-172 ◽

Cited By ~ 1

Author(s):

Shahin Abassy Delvand ◽

Davood Mashhadi Heidar

Keyword(s):

Self Efficacy ◽

Listening Comprehension ◽

Dynamic Assessment ◽

Main Question ◽

Group Dynamic ◽

Control Groups ◽

Efl Learners ◽

Significant Difference ◽

Comprehension Ability ◽

Experimental Group

The present study investigated the effect of group dynamic assessment (DA) through software on Iranian intermediate EFL learners’ listening comprehension ability. The main question of the study was whether dynamic assessment via CoolSpeech software had any effect on the listening comprehension ability of learners with high and low self-efficacy. To find the answer, 80 Iranian intermediate learners were selected from among a population of 120, based on their scores on a placement test. A self-efficacy questionnaire was then used to assign selected participants into two experimental groups as low self-efficacious experimental group (n=20) and high self-efficacious experimental group (n=20), as well as two control groups, each containing 20 participants. Next, a pretest of listening comprehension ability was administered to all groups, and no significant difference between their mean scores was observed. After a period of two months, during which the experimental groups received treatment of dynamic assessment through CoolSpeech software and the control groups received a placebo, a posttest of listening comprehension was administered to all groups. The data analysis results revealed that the participants in high self-efficacious experimental group achieved significantly better scores than the other groups. However, in the second experimental group, no significant change was observed, and participants in the second experimental group did not significantly outperform the control group. It was concluded that the group dynamic assessment method via software could have a significant effect on the listening comprehension ability of EFL learners with high self-efficacy.

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The effects of dynamic assessment and gender on EFL learners' oral narrative task performance

International Journal of Language Testing and Assessment ◽

10.24815/ijolta.v1i1.9773 ◽

2018 ◽

Vol 1 (1) ◽

pp. 1-8

Author(s):

Leila Ahmadpour ◽

Hassan Asadollahfam

Keyword(s):

Language Production ◽

Dynamic Assessment ◽

Oral Narrative ◽

Control Group ◽

Efl Learners ◽

Oral Production ◽

And Gender ◽

Narrative Language

The present study is an endeavor to explore the potential of dynamic assessment (DA) as a way of scaffolding English as a foreign language (EFL) learners’ oral production. Although the literature on dynamic assessment is rich with studies focused on language components and skills such as vocabulary, reading, and writing, very few studies have attempted to examine the role of dynamic assessment in fostering real-time oral production. It is assumed that assessment of learners’ oral production need not focus solely on evaluation; rather, learners need to determine their weaknesses and try to compensate for them with the help of a more knowledgeable peer. Therefore, the present study also focused on evaluating the role of DA in Iranian EFL learners’ oral narrative task performances in the classroom. Furthermore, an attempt was made to explore the role of gender in the production of mediated narratives. For this purpose, a total of 60 students from two private universities were assigned to two intact classes: One class served as the experimental group, which was exposed to teachers’ mediation in learners’ narrative productions, and the other group functioned as the control group and received no such mediation for their oral narrative language production. The overall speech quality of learners’ production from each narrative over the treatment period provided the required data. The results were analyzed through independent samples t-tests, which revealed significant effects of both group and gender differences. The experimental learners, as expected, were able to progress and cultivate their oral production abilities after having been exposed to DA. Regarding gender, male participants were more successful in terms of enhanced second language oral production. The study has significant implications for the integration of DA into learners’ oral production, suggesting that EFL narrative production is a skill that is highly anxiety-provoking for learners.

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Actualizing Language Learners’ Potentials through Mediation: Cumulative vs Concurrent Group Dynamic Assessment and Students’ Self-management of Learning Tasks

Theory and Practice in Language Studies ◽

10.17507/tpls.0907.08 ◽

2019 ◽

Vol 9 (7) ◽

pp. 802

Author(s):

Seyyed Hossein Sanaeifar ◽

Maryam Seifi Divcolaii

Keyword(s):

Language Learners ◽

English Language ◽

Dynamic Assessment ◽

Teaching Style ◽

Self Management ◽

Group Dynamic ◽

Efl Learners ◽

Learning Tasks ◽

Group Members ◽

Study Participants

This study aims to investigate the effect of implementing cumulative GDA and concurrent GDA on students’ self-management of learning tasks among Iranian intermediate EFL learners. For conducting this study 40 homogenized intermediate EFL learners were selected from private English language institutes in Sari. For collecting data in this study, participants were randomly divided into two groups named concurrent GDA group and cumulative GDA group. For measuring learners’ self-management on learning tasks before the instructional phase, the researchers used the learners’ self-management on learning tasks questionnaire (SLTQ). At the instructional phase, both groups were exposed to GDA procedures on doing their learning tasks. The cumulative GDA group members were exposed to cumulative GDA teaching. On the other hands, in concurrent GDA group the learners were exposed to concurrent GDA teaching style. After the instructional phase, the SLTQ was administered by the researchers in order to evaluate learners’ self-management on learning tasks. The data analysis revealed that both cumulative and concurrent GDA had has statistically significant effect on promoting students’ self-management on learning tasks. But the cumulative GDA group outperformed the concurrent GDA group.

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Dynamic Assessment of EFL Learners' Listening Comprehension via Computerized Concept Mapping

i-manager’s Journal of Educational Technology ◽

10.26634/jet.12.2.3613 ◽

2015 ◽

Vol 12 (2) ◽

pp. 29-41

Author(s):

Saman Ebadi ◽

◽

Shokoufeh Vakili Latif ◽

Keyword(s):

Concept Mapping ◽

Listening Comprehension ◽

Dynamic Assessment ◽

Efl Learners

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An exploration of target L2 morphemes in the oral production of young EFL learners in Croatia

10.31234/osf.io/w6j2z ◽

2020 ◽

Author(s):

Jelena O'Reilly ◽

Eva Jakupčević

Keyword(s):

Foreign Language ◽

Research Area ◽

Simple Construction ◽

L2 Acquisition ◽

Efl Learners ◽

Oral Production ◽

The Past ◽

Base Form ◽

Production Study ◽

Efl Students

Although the second language (L2) acquisition of morphology by late L2 learners has been a popular research area over the past decades, comparatively little is known about the acquisition and development of morphology in children who learn English as a foreign language (EFL). Therefore, the current study presents the findings from a longitudinal oral production study with 9/10-year-old L1 Croatian EFL students who were followed up at the age of 11/12. Our results are largely in line with the limited research so far in this area: young EFL learners have few issues using the be copula and, eventually, the irregular past simple forms, but had considerable problems with accurately supplying the 3rd person singular -s at both data collection points. We also observed a be + base form structure, especially at the earlier stage, which appears to be an emergent past simple construction.

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