Effects of Feedback on Iranian EFL Learners' writing Development: Group Dynamic Assessment vs. Formative Assessment

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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The Effect of Computerized Dynamic Assessment of L2 Writing onIranian EFL Learners' Writing Development

International Journal of Linguistics and Communication ◽

10.15640/ijlc.v3n2a16 ◽

2015 ◽

Vol 3 (2) ◽

Cited By ~ 2

Author(s):

Mohammad Davoudi ◽

Maryam Ataie-Tabar

Keyword(s):

Dynamic Assessment ◽

Writing Development ◽

L2 Writing ◽

Efl Learners

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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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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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