scholarly journals The effect of dynamic assessment on complexity, accuracy, and fluency in EFL learners’ oral production

2015 ◽  
Vol 4 (3) ◽  
Author(s):  
Elham Ebrahimi
Keyword(s):  
Dynamic Assessment ◽  
Efl Learners ◽  
Oral Production

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

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.

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

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.

The Effect Of Planning Time On The Fluency Accuracy And Complexity Of EFL Learners Oral Production

2015 ◽  
pp. 161
Author(s):  
إبراهيم محمد بامنقر ◽  
أمانى خالد جعشان
Keyword(s):  
Planning Time ◽  
Efl Learners ◽  
Oral Production

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.

N-gram use in EFL learners’ retelling and monologic tasks

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Xiaopeng Zhang ◽  
Baoshan Zhao ◽  
Wenwen Li
Keyword(s):  
Foreign Language ◽  
Association Strength ◽  
College Level ◽  
Efl Learners ◽  
Proficiency Levels ◽  
Oral Production ◽  
Speaking Proficiency ◽  
N Gram

Abstract This study examined n-gram use in oral production by Chinese college-level English as a foreign language (EFL) learners at four distinct proficiency levels. Thirty indices regarding range, frequency, and association strength of bi- and tri-grams obtained from retelling and monologic samples were analyzed. Results suggest that, i) the four proficiency levels differed in measures for frequency and association strength of bi- and tri-grams, ii) academic bi- and tri-gram proportions and association strength (captured by MI- and t-scores) were predictive of EFL speaking proficiency for both the retelling and monologic samples but the effects were small, and iii) EFL learners used more well-attested bi- and tri-grams in monologues than in retelling, demonstrating that higher rated samples tended to contain more strongly-associated bi- and tri-grams, a greater proportion of frequent attested academic tri-grams, and that EFL n-gram use was task-sensitive. These findings help enrich our understanding on EFL development of multi-word sequences and have potentially useful implications for EFL pedagogy.

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.

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