scholarly journals Diagnostic Assessment of Writing through Dynamic Self-Assessment

2016 ◽  
Vol 6 (6) ◽  
pp. 19
Author(s):  
Siamak Mazloomi ◽  
Mona Khabiri
Keyword(s):  
Dynamic Assessment ◽  
Language Teachers ◽  
Proximal Development ◽  
Self Assessment ◽  
Writing Classes ◽  
Essay Writing ◽  
Writing Ability ◽  
Efl Learners ◽  
Quasi Experimental ◽  
Ongoing Assessment

<p>Deeply rooted in the sociocultural theory of mind by Vygotsky, Dynamic assessment (DA) asserts that mediation is essential for online diagnosis in the classroom. One of the major challenges facing language teachers is the assessment of the learners’ Zone of Proximal Development (ZPD) level or diagnosing the amount of mediation or scaffolding they require to achieve their potential level. Ongoing assessment of the learner’s ZPD and the tailoring of mediation to fit the learning environment seems to be a vital stage. Dynamic self-assessment (DSA) can be applied for diagnostic purposes in writing classes. In this research, it is assumed that the analysis and comparison of teacher’s assessment and DSA will not only indicate their ZPD level or the amount of mediation the learners require but also diagnose their weaknesses and strengths in writing. A quasi-experimental research on 60 sophomore English Translation students in essay writing classes in Islamshahr Azad University revealed that DSA not only significantly affects the EFL learners’ writing ability, but also it is incrementally correlated with teacher’s assessment through 8 weeks of treatment, and the analysis of DSAs reveals the leaner’s’ weaknesses and the areas which should be emphasized.</p>

scholarly journals A COMPARATIVE STUDY OF THE IMPACT OF DA MODELS ON THE WRITING ABILITY AND ATTITUDE OF IRANIAN EFL LEARNERS

2012 ◽  
Vol 5 ◽  
pp. 38-51
Author(s):  
Jaleh Hassaskhah ◽  
Masoumeh Javan Haghparast
Keyword(s):  
Dynamic Assessment ◽  
Repeated Measure ◽  
Control Groups ◽  
Writing Ability ◽  
Efl Learners ◽  
Analysis Techniques ◽  
Quasi Experimental ◽  
Testing Techniques ◽  
The Common ◽  
The Impact

The overall aim of this study was to advance understanding of the impact of the two main existing models of Dynamic Assessment (i.e. interventionist DA and interactionist DA) on the improvement of the writing abilities and attitudes of EFL learners. To have a viable conclusion, the study employed a quasi experimental research design in three pre-intermediate EFL classrooms, where each class functioned as both the experimental and the control groups. Then using the statistical procedure of repeated measure, the researchers obtained four sets of scores , the means of which were later calculated and compared in pairs (pair t-test) to see the development of students , if any, throughout the semester. Moreover, the learners’ attitude towards each of the models was assessed qualitatively after the term was over. This was done through thematic analysis techniques. Based on the results of the data analysis, it was found out that of the two main existing frameworks of DA, in spite of the common claims of their proponents, none can be given priority over the other. The only difference is the situations to which they can be applied. While interventionist DA is applicable in larger classes, interactionist DA can be best used with individual learners or in classes with fewer than four or five students. This study also indicated that learners feel more satisfied with DA than the traditional testing techniques in which their individual voices are not usually heard. Students, who used DA, liked writing activities more than before and stated that internalizing the rules and techniques got easier. Consequently, although the results obtained are susceptible to some context related limitations as well, which might threaten their full generalizability; this will not prevent us from refuting the impracticality of generalizing DA to all contexts and instead suggesting it as a valuable tool of assessment for all kinds of contexts.

scholarly journals Dynamic Assessment of IELTS Writing Task One through Mobile Learning in the Context of Iranian EFL Learners

2019 ◽  
Vol 7 (1) ◽  
pp. 1 ◽  
Author(s):  
Leila Moeinpour ◽  
Mahdi Nasiri ◽  
Aiyoub Jodairi Pineh ◽  
Nikoo Davarpanah
Keyword(s):  
Language Learning ◽  
Mobile Learning ◽  
Dynamic Assessment ◽  
Placement Test ◽  
Proximal Development ◽  
Efl Learners ◽  
Intact Group ◽  
Post Test ◽  
Quasi Experimental ◽  
Writing Task

Dynamic assessment is an approach primarily based on sociocultural theory of mind with the objective of combining instruction and assessment. In this approach learners’ development is simultaneously assessed regarding their Zone of Proximal Development. The present study was intended to investigate the effect of Mobile-Assisted Dynamic Assessment (MADA) on IELTS writing task one and also the EFL learners' perception to such approaches toward language learning. In order to achieve the aim of this quasi-experimental study, a social networking application, namely Telegram was applied on mobile phones. Based on the scores on the Oxford Quick Placement Test, twenty-three Iranian advanced-level EFL learners out of a population of 40 students participated in this study. An intact group went through a pre-test- treatment-post-test process. In the end, the participants were interviewed for their perceptions on mobile assisted dynamic assessment which was used to assess their writing skill. The results of the data analysis revealed that the participants experienced improvement in their writing after the treatment and obtained a significant increase in their scores of the post-test, and they benefited from the process of dynamic assessment through online mobile-learning environment. They further had a positive perception towards MADA.

scholarly journals Effects of Dynamic Assessment on the Acquisition of the Rhythm of English: The Case of EFL Learners’ Attitudes

2018 ◽  
Vol 8 (5) ◽  
pp. 181
Author(s):  
Sajad Shafiee ◽  
Fahimeh Talakoob ◽  
Mina Fatahi
Keyword(s):  
Design Research ◽  
Dynamic Assessment ◽  
Active Role ◽  
Control Group ◽  
Control Group Design ◽  
Efl Learners ◽  
Proper Form ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Experimental Group

Dynamic assessment has been widely used in educational literature over the past two decades. The present study aimed at investigating the effect of using dynamic assessment on teaching the rhythm of English to Iranian EFL learners and scrutinizing their attitudes towards it. The participants of the study were 30 Iranian EFL leaners at the intermediate level of proficiency, who were conveniently selected from a foreign language institute in Isfahan, Iran. In order to achieve the objectives of the study, the participants were divided into two homogenous groups, including the experimental group and control group. In this quasi-experimental, pretest-posttest-control-group-design research study, the control group followed traditional method of learning pronunciation and rhythm, while dynamic assessment approach was used to teach the same materials to the experimental group. In contrast to the control group, the experimental group took an active role in the classroom by having more interaction and using the ongoing hints and prompts provided by the teacher. The result of the posttest unfolded that there was a significant difference between the performances of the two groups, and that the experimental group participants managed to outperform the control group members on the pronunciation posttest. Moreover, based on the attitude questionnaire, EFL learners had grown a positive attitude towards the use of dynamic assessment to learn rhythm. The results of this study demonstrated that through the implementation of DA, the proper form of mediation could be provided to the learners regarding their ZPD.

scholarly journals EXAMINING RELATIONSHIPS BETWEEN EFL STUDENTS' LEARNING STYLE, WRITING PROFICIENCY, AND SELF-ASSESSMENT

2018 ◽  
Vol 4 (2) ◽  
pp. 200
Author(s):  
Andri Suherman
Keyword(s):  
Learning Styles ◽  
Language Learning ◽  
Learning Style ◽  
Mean Value ◽  
Writing Proficiency ◽  
Multiple Sources ◽  
Self Assessment ◽  
Writing Ability ◽  
Efl Learners ◽  
Assessment Performance

This research article aimed to explore the relationship between students’ learning styles, writing proficiency, and self-assessment. The participants in this case study were forty Indonesian tertiary-level EFL learners. This study investigated language learning styles preferences of the participants, analyzed preferred language learning styles of the most proficient writers, and explored how the partcipants assess their writing ability. Multiple sources of data were collected, including questionnaires, self-assessment checklist, and students’ writings. The findings revealed three main points. First, based on the mean value and standard deviation, Communicative was the most popular learning styles among the students, followed by three others styles, called Concrete, Analytical, and Authority-Oriented. Second, based on the students’ writing scores, eight students were considered the most proficient writers, and most of them had applied Communicative learning style to help them organize their writings. Third, the most proficient writers, compared to the self-assessment performance of the least proficient writers, appeared to underestimate their writing ability. The pedagogical implications of this study were to provide insight to EFL teachers into how students’ learning styles can help them to make the necessary adaptation and changes in the instruction, and to inform EFL learners with some suggestions to carry out self-assessments to help them improve their writing performance.

scholarly journals The Impact of Writing Self-Assessment and Peer Assessment on Iranian EFL Learners’ Autonomy and Metacognitive Awareness

2021 ◽  
Vol 2021 ◽  
pp. 1-12
Author(s):  
Maryam Ebrahimi ◽  
Siros Izadpanah ◽  
Ehsan Namaziandost
Keyword(s):  
Language Learners ◽  
Peer Assessment ◽  
Language Teachers ◽  
Metacognitive Awareness ◽  
Placement Test ◽  
Control Group ◽  
Self Assessment ◽  
Efl Learners ◽  
The Impact ◽  
Metacognitive Awareness Inventory

One of the most significant current discussions in writing is self-assessment and peer assessment. This study aimed to investigate the impact of writing self-assessment and peer assessment on autonomy and metacognitive awareness of Iranian EFL learners. One hundred and twenty participants were selected using convenience sampling. Four instruments were used in this test: (1) Nelson placement test; (2) Metacognitive Awareness Inventory (MAI); (3) Zhang and Li’s autonomy questionnaire; and (4) rubric. A quasiexperimental design was used in this study. They were divided into two experimental groups, self-assessment (N = 40) and peer assessment (N = 40), and one control group (N = 40). Collected data were tested and compared using covariance analysis (ANCOVA). Results from the tests indicated that both self-assessment and peer assessment are effective ways to improve autonomy and metacognition awareness of EFL learners in the completion of writing tasks. Findings also showed that self-assessment was more effective than peer assessment and the results showed that the types of assessments increased the learners’ knowledge in the writing, teaching, lexicography, spelling, grammar, and similar models and were significantly effective in developing their writing skills. The findings of the present research study might have some implications for researchers, instructors, language teachers, and language learners.

scholarly journals The Quality of Essay Writing of Indonesian EFL Learners

2016 ◽  
Vol 1 (1) ◽  
Author(s):  
Qonitatun Qonitatun
Keyword(s):  
Research Subjects ◽  
Complex Sentence ◽  
Simple Sentence ◽  
Essay Writing ◽  
Writing Ability ◽  
Efl Learners ◽  
Verb Agreement ◽  
Compound Sentence

<em>There is an assumption that the writing ability of the forth semester students have been improved because the students have learned about how to develop paragraph in writing I, writing II, and writing III subject, so they are expected able to develop an essay. The purposes of the study are to describe the organization of the essay developed by the students of Widyagama University and to know the grammar problems found in the sentences of the essay developed by the students of Widyagama University. Based on finding and discussion of the research, the researcher concludes that the organization of the essays that developed by the research subjects is poor. Only one essay has a complete organization. The developing paragraph of each essay is also poor. Most of the paragraphs don’t have concluding sentence. Generally, the essays had covered four types of the sentences; simple sentence, compound sentence, complex sentence, and compound-complex sentence. However, the essays are dominated by only one type of sentences, simple sentence. The grammar problems that found are fragment sentence, the errors of subject-verb agreement, and the errors in using coordinating conjunction</em>

scholarly journals The Comparative Effect of Dynamic and Negotiated Assessment on EFL learners’ Writing Complexity and Fluency

2021 ◽  
Vol 12 (2) ◽  
pp. 1
Author(s):  
Shirin Sardarianpour ◽  
Sholeh Kolahi
Keyword(s):  
Dynamic Assessment ◽  
Optimal Choice ◽  
Comparative Effect ◽  
Essay Writing ◽  
Efl Learners ◽  
Language Pedagogy ◽  
Writing Complexity ◽  
Before And After ◽  
Improving Writing ◽  
Pre Treatment

The purpose of the present study was to investigate the comparative effect of dynamic and negotiated assessment on EFL learners’ writing complexity and fluency. To this end, 72 female intermediate EFL participants, selected from a larger group of 103 learners based on their performances on a piloted PET, in Tak language institute in Dezfoul, Iran participated in the present study and received either dynamic assessment, negotiated assessment, or traditional instruction during a term. Both of the experiments were process-oriented; however, in the dynamic assessment, the negotiation was done through teacher’s provision of feedback wherein the negotiated assessment group peer-negotiation was encouraged. The participants’ writing complexity and fluency were measured both before and after the instruction through essay writing pre-treatment test and posttest in accordance with Larsen-Freeman’s (2006) T-Unit protocol. A Multivariate Analysis of Variance (MANOVA) was run on the posttest scores to test the null hypotheses of the study, the results of which indicated that while dynamic assessment was significantly effective in improving writing complexity (p = 0.007 < 0.05), negotiated assessment yielded significantly better results in boosting writing fluency compared to the results obtained from both control (p = 0.000 < 0.05) and dynamic assessment groups (p = 0.042 < 0.05). Nevertheless, dynamic assessment did not show significantly better results in comparison to negotiated assessment in improving writing complexity (p = 0.084 > 0.05). Learners, teachers, and syllabus designers who are engaged in the process of language pedagogy may use these results. Depending on the focus of their learning, i.e., fluency or complexity, they may choose the optimal choice between these two types of assessment.

scholarly journals Development of Responsive Writing Ability: the Chance Virtual Instruction Creates

2014 ◽  
Vol 5 (3) ◽  
pp. 881-889
Author(s):  
Gholam-Reza Abbasian ◽  
Atiyeh Zeinalian Bafandeh
Keyword(s):  
Control Group ◽  
Writing Ability ◽  
Efl Learners ◽  
Written Responses ◽  
Foreign Language Learners ◽  
Virtual Instruction ◽  
Quasi Experimental ◽  
Effective Role ◽  
Based Instruction ◽  
Experimental Group

The ability to write and respond in a formal manner is an important skill in different areas. It has been seen that learners have problem with how to write and/or to respond in a formal manner. Being a quasi-experimental study, this study investigated the opportunities virtual instruction creates for the development and assessment of English responsive writing ability. The underlying premise was that virtual instruction, i.e., e-learning, can assist foreign language learners in the development of their general responsive writing ability. However, the role of instructional setting could not be so easily overlooked. So, the purpose of the present study was to recognize if there is any difference between EFL and ESL learners general responsive writing ability. In order to meet the objectives, 60 learners, divided into ESL and EFL groups, participated in this study. The ESL group consisted of 20 participants and 40 EFL learners were divided into two groups; one as the experimental group which received virtual instruction, while the other as the control group received class-based instruction. The study employed a process of exchanging emails in order to trace responsive writing ability development. Findings indicate that virtual instruction as far as the responsive writing ability was concerned, has an effective role in enhancing the learners written responses. Furthermore, these findings also show that the learners of the two EFL and ESL experimental groups significantly outperformed the EFL Control group, though the EFL experimental group outperformed both ESL and control groups. The findings also indicate that the EFL learners development depends on the researchers responsive written feedback.

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