Mobile-mediated dynamic assessment: A new perspective for second language development

ReCALL ◽  
2020 ◽  
Vol 32 (2) ◽  
pp. 178-194 ◽  
Author(s):  
Alberto Andujar
Keyword(s):  
Second Language ◽  
Instant Messaging ◽  
Dynamic Assessment ◽  
Proximal Development ◽  
Language Performance ◽  
Class Time ◽  
Second Language Development ◽  
L2 Development ◽  
New Perspective ◽  
Constant Source

AbstractThe present investigation analyses the potential of a pedagogical dynamic assessment (DA) approach to foster second language (L2) development through the use of a mobile instant messaging application. Students’ zone of actual and proximal development is observed through the use of a grammar and vocabulary level test and the use of the WhatsApp application respectively. Sixty students taking a B1 English course at the language centre of a Spanish university were studied. A mixed methods methodology was used to analyse the differences between two pre-existing groups (control and experimental), each consisting of 30 participants. Both groups received the same tuition and content, and students in the experimental group participated in a daily conversation in the application during a five-month period where negative feedback was provided by the teacher through the use of an inventory of prompts, from most implicit to most explicit. Throughout the research, pedagogical mobile-mediated DA became a central part of the students’ learning process, extending learning beyond the in-class time and becoming a constant source of L2 input and feedback. Moreover, results indicated that DA and dialogic mediation helped students reflect on their language performance, gradually requiring less explicit feedback and metalinguistic explanations.

The effects of time in the development of complexity and accuracy during study abroad

2014 ◽  
Vol 14 ◽  
pp. 31-64 ◽  
Author(s):  
Julia Jensen ◽  
Martin Howard
Keyword(s):  
Second Language ◽  
Study Abroad ◽  
Cultural Knowledge ◽  
Target Language ◽  
Learning Context ◽  
Language Performance ◽  
Linear Pattern ◽  
L2 Development ◽  
Final Interview ◽  
Considerable Individual Variation

Reflecting the current age of mammoth globalisation and the desirability of having a second language in today’s world, study abroad (SA) is becoming increasingly popular amongst university students across many disciplines. Moreover, with the EU identifying a target of 20% participation in SA in 2010, the value of this activity is also being recognised on an intergovernmental level. Participants in SA programmes stand to gain not only invaluable experiences, in terms of expanding their social and cultural knowledge, but also in developing their second language (L2). While there now exists a multitude of SLA studies situated within this unique learning context, such studies vary enormously in the duration of their learner-participants’ stay in the target language community. Indeed, a review of the current literature indicates that the duration of SA in the existing research ranges from a couple of weeks to a full year. Given such diversity, it is difficult to draw substantive conclusions on the effect of duration of SA on L2 development, although a limited number of important studies have explored the issue (e.g. Davidson, 2010; Dwyer, 2004; Llanes & Muñoz, 2009; Serrano et al., 2012). Against this background, the current paper reports on a longitudinal study of French and Chinese learners of English over a nine month SA period. Initial, medial and final interview data were analysed in terms of Complexity and Accuracy which are considered two important, and often rivalrous, features of language performance (Ellis & Barkhuizen, 2005). The results of the study point to considerable individual variation, both within individuals (variation across observations) and between individuals (variation across participants) in scope of development, making it difficult to capture language gains in terms of a neat, linear pattern over time.

scholarly journals A case study of the L2 development of Mohammad – An Iraqi child who is an immigrant in Australia – considering psychological and social factors that affect the development of his L2

2018 ◽  
Vol 10 (2) ◽  
pp. 1005-1007
Author(s):  
Amal Alasmari
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Social Factors ◽  
English Language ◽  
Matter Content ◽  
Learning Theories ◽  
Background Information ◽  
Second Language Development ◽  
L2 Development ◽  
Based Instruction

This paper examines the factors that influence the second language development of Mohammed, an Iraqi child who came to Australia as a refugee one year ago. The factors that affect the linguistic development of the target which will be considered in this paper are: similarities and differences between the first language L1 and the second language L2, psychological factors, and social factors. The paper will provide sufficient background information on the learner and draw on a number of language learning theories in the discussion of each factor. The examination of the various factors revealed that the most suitable approach in teaching is content-based instruction in which the target can learn the subject matter content and at the same time develop proficiency in English language. He must also be highly encouraged to speak L2 in and outside school to achieve suitable level of fluency.

scholarly journals The effectiveness of visual input enhancement on the noticing and L2 development of the Spanish past tense

2016 ◽  
Vol 6 (1) ◽  
pp. 89-110 ◽  
Author(s):  
Shawn Loewen ◽  
Solène Inceoglu
Keyword(s):  
Second Language ◽  
Visual Input ◽  
Past Tense ◽  
Eye Tracker ◽  
Input Enhancement ◽  
Second Language Development ◽  
Verb Forms ◽  
L2 Development ◽  
Quasi Experimental ◽  
Pedagogic Tool

Textual manipulation is a common pedagogic tool used to emphasize specific features of a second language (L2) text, thereby facilitating noticing and, ideally, second language development. Visual input enhancement has been used to investigate the effects of highlighting specific grammatical structures in a text. The current study uses a quasi-experimental design to determine the extent to which textual manipulation increase (a) learners’ perception of targeted forms and (b) their knowledge of the forms. Input enhancement was used to highlight the Spanish preterit and imperfect verb forms and an eye tracker measured the frequency and duration of participants’ fixation on the targeted items. In addition, pretests and posttests of the Spanish past tense provided information about participants’ knowledge of the targeted forms. Results indicate that learners were aware of the highlighted grammatical forms in the text; however, there was no difference in the amount of attention between the enhanced and unenhanced groups. In addition, both groups improved in their knowledge of the L2 forms; however, again, there was no differential improvement between the two groups.

Dynamic Assessment and Multi-Media Language Instruction

2017 ◽  
pp. 230-251
Author(s):  
Mahnaz Azad
Keyword(s):  
Language Learning ◽  
Teacher Educators ◽  
Developmental Process ◽  
Dynamic Assessment ◽  
Language Instruction ◽  
Computer Assisted ◽  
Proximal Development ◽  
Language Classrooms ◽  
L2 Development ◽  
Multi Media

ABSTRACT Dynamic Assessment (DA) illustrates classroom interactions in which teaching and assessment must be integrated as a single activity seeking to identify learner abilities by actively supporting their ongoing developmental process. DA is based on the Vygotskian notion of the Zone of Proximal Development (ZPD) which captures the uniquely human potential to exceed our present capabilities by working in cooperation with others. Moreover, with prevalence of multimedia language learning materials in foreign/ second language classrooms, their design is an important avenue of research in computer assisted language learning. This chapter will present an in-depth analysis of DA's application to particular problems of L2 development. It includes detailed discussions of the core DA theoretical tenets as well as implementing multi-media based DA principles in L2 classrooms. The information can be beneficial for language teacher educators, language testers, students and researchers in the areas of SLA, language pedagogy, and assessment.

Awareness, different learning conditions, and second language development

2004 ◽  
Vol 25 (2) ◽  
pp. 269-292 ◽  
Author(s):  
ELENA M. ROSA ◽  
RONALD P. LEOW
Keyword(s):  
Second Language ◽  
Adult Learners ◽  
Differential Impact ◽  
Second Language Development ◽  
Learning Conditions ◽  
L2 Development ◽  
On Line ◽  
Different Levels ◽  
Problem Solving Task

This study investigated the role of awareness in different learning conditions in relation to second language (L2) development. Adult learners of Spanish were exposed to past conditional sentences in one of five versions of a computerized problem-solving task that vary in their degree of explicitness. By employing both on-line and off-line data elicitation procedures, two main issues were addressed: whether exposure to L2 input under different conditions had a differential impact on learners' awareness and whether different levels of awareness influenced learners' ability to recognize and produce new exemplars of the target structure immediately after exposure to the input and over time. Results indicated that higher levels of awareness were not only associated with more explicit conditions but were also substantially more effective than lower levels.

scholarly journals Age and Second Language Development: A Critical Study

2015 ◽  
Vol 3 (3) ◽  
pp. 319-326
Author(s):  
Md. Amir Hossain
Keyword(s):  
Second Language ◽  
Language Development ◽  
Critical Period ◽  
Brain Volume ◽  
Age Of Acquisition ◽  
Critical Study ◽  
Aging Brain ◽  
Second Language Development ◽  
L2 Development ◽  
The Brain

This paper focuses on the critical analysis of theoretical and the basic empirical findings dealing with the question of Age and Second Language Development (L2D). Both behavioral and brain-based results are shown in the contexts of background and terminology, age of acquisition, critical period hypothesis, age effects, native attainment, evidence of non-nativelikeness, age and nativelikenss in the brain-based results, the aging brain, cognitive considerations, affective considerations, brain volume, and dopamine mechanism among children and adults. Suggesting beyond the classical judgments of “deficient” L2 development, we comment on the complimentary issues of learner potential in post-adolescent L2D.

Dynamic Assessment and Multi-Media Language Instruction

2019 ◽  
pp. 360-381
Author(s):  
Mahnaz Azad
Keyword(s):  
Language Learning ◽  
Teacher Educators ◽  
Developmental Process ◽  
Dynamic Assessment ◽  
Language Instruction ◽  
Computer Assisted ◽  
Proximal Development ◽  
Language Classrooms ◽  
L2 Development ◽  
Multi Media

ABSTRACT Dynamic Assessment (DA) illustrates classroom interactions in which teaching and assessment must be integrated as a single activity seeking to identify learner abilities by actively supporting their ongoing developmental process. DA is based on the Vygotskian notion of the Zone of Proximal Development (ZPD) which captures the uniquely human potential to exceed our present capabilities by working in cooperation with others. Moreover, with prevalence of multimedia language learning materials in foreign/ second language classrooms, their design is an important avenue of research in computer assisted language learning. This chapter will present an in-depth analysis of DA's application to particular problems of L2 development. It includes detailed discussions of the core DA theoretical tenets as well as implementing multi-media based DA principles in L2 classrooms. The information can be beneficial for language teacher educators, language testers, students and researchers in the areas of SLA, language pedagogy, and assessment.

Social-Emotional Outcomes of Corrective Feedback as Mediation on Second Language Japanese Writing

2018 ◽  
Vol 17 (1) ◽  
pp. 47-69
Author(s):  
Mizuki Mazzotta ◽  
Diane Belcher
Keyword(s):  
Second Language ◽  
Positive Emotions ◽  
Dynamic Assessment ◽  
Corrective Feedback ◽  
L2 Writing ◽  
College Level ◽  
Proximal Development ◽  
Social Emotional ◽  
Emotional Outcomes ◽  
Social Emotional Outcomes

Despite the growing consensus on the potential of dynamic assessment (DA) in second language (L2) development, application of DA procedures to corrective feedback (CF) on L2 writing has received relatively little attention. Still more neglected has been the social-emotional outcomes of CF operationalized as DA procedures. The present study addressed this research gap by investigating two college-level Japanese-language learners’ social-emotional responses to CF as mediation on L2 writing utilizing a case study approach. The learners participated in writing conferences in which they received CF as mediation. The data sources include semistructured interviews, stimulated recall interviews, and a focus group interview. Interview transcripts were analyzed qualitatively using NVivo for emerging themes. Findings suggest that CF as mediation engendered positive emotions intertwined with interpersonal factors, confidence, and motivation. Furthermore, the findings from the narrative analysis provide concrete examples of how positive emotions can expand the learner’s zone of proximal development.

Evaluating Mobile Instant Messaging for L2 Development

2019 ◽  
pp. 191-215
Author(s):  
Alberto Andujar
Keyword(s):  
Statistical Analysis ◽  
Experimental Design ◽  
Instant Messaging ◽  
Language Skills ◽  
Task Design ◽  
Target Language ◽  
Class Time ◽  
Language Classroom ◽  
L2 Development ◽  
Virtual Platform

This chapter presents a longitudinal investigation of the use of mobile instant messaging (MIM) to develop second language skills in the foreign language classroom. A three-year investigation is presented where the author attempted to analyze the potential of the application to provide language opportunities and foster interaction in the target language. WhatsApp application is used as a virtual platform where its multimodal characteristics are exploited in order to expand students' in-class time. Thus, one text-based and two voice-based WhatsApp groups are analyzed trough an experimental design with control and experimental groups. Statistical analysis as well as a systematic tracking of the messages sent throughout the interaction were implemented to observe any potential language benefit in the participants. Results indicated that students experienced an improvement in terms of accuracy as well as different speaking skills; nevertheless, task design was found to be fundamental to encourage participation and interaction.

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