مطالب مرتبط با کلیدواژه

dynamic assessment


۲۱.

Impact of Teacher's Dynamic Assessment on Iranian EFL Learners' Stance in Academic Writing(مقاله پژوهشی دانشگاه آزاد)

نویسنده:
منبع: international Journal of Foreign Language Teaching & Research, Volume ۱۱, Issue ۴۵, Summer ۲۰۲۳ 131 - 147

کلیدواژه‌ها: academic writing dynamic assessment Teacher’s Assessment Peer assessment

حوزه‌های تخصصی:
تعداد بازدید : ۳۴۰ تعداد دانلود : ۲۶۱
This quasi-experimental study aimed to investigate the effects of dynamic assessment employed by teachers on promoting Iranian EFL learners’ stances in academic writing. For this purpose, three intact writing classes were selected by convenience sampling from BA students of English translation at Isfahan (Khorasgan) Branch, Islamic Azad University. The Quick Oxford Placement Test (QOPT) was administered to them, and those whose scores matched the intermediate band score of QOPT were selected. In general, 35 homogeneous students were selected from each class and randomly assigned into two experimental groups and one control group. A writing test was administered to all groups as the pre-test at the onset of the semester. The experimental groups were taught by the researcher and passed five different quizzes during the semester. The three groups were post-tested at the end of the semester. The results illustrated that both teacher and peers’ dynamic assessment effectively improved Iranian EFL learners’ stance in academic writing.
۲۲.

The Impact of Audio Corrective Feedback on Iranian EFL Learners’ Writing Improvement at Micro and Macro levels: Static and Dynamic Assessment in Focus(مقاله علمی وزارت علوم)

نویسنده:
منبع: iranian journal of educational sociology, Vol ۶, Number ۳ (۲۰۲۳) 204-215

کلیدواژه‌ها: Audio Feedback dynamic assessment L2 writing Macro Skills Micro Skills Static Assessment

حوزه‌های تخصصی:
تعداد بازدید : ۲۴۵
Purpose: This study was an attempt to find the impact of audio corrective feedback on Iranian intermediate EFL learners’ writing improvement at micro and macro levels using static and dynamic assessment methods. Methodology: This study employs a quasi-experimental design; The study population comprises individuals residing in Yazd, Iran, aged between 22 and 30 years old, and possessing intermediate-level proficiency in the English language.Forty Iranian intermediate EFL learners were randomly chosen and assigned to two groups of static and dynamic assessment, each comprising 20 learners. Both groups received audio corrective feedback on the micro (grammatical range and accuracy and lexical resource) and macro (task response and coherence and cohesion) writing skills. The data were collected by the pre-test and post-test of writing and analyzed by multivariate analysis of covariance (MANCOVA). Findings: The results revealed significant effects of audio corrective feedback on EFL learners' writing skills. Improvements were observed in grammatical accuracy (F = 12.45, p < 0.01), lexical resource (F = 9.67, p < 0.05), task response (F = 14.32, p < 0.01), and coherence and cohesion (F = 11.21, p < 0.01). Furthermore, comparison between the static and dynamic assessment groups showed a more pronounced improvement in the dynamic group, with significant differences in micro skills (F = 5.78, p < 0.05) and macro skills (F = 6.34, p < 0.05). Conclusions: The results of this study indicate that the dynamic assessment approach had a statistically significant effect on enhancing both micro and macro-level writing skills among the participants. Notably, it had a more pronounced impact on the improvement of task response and grammatical range and accuracy. This highlights the potential of dynamic assessment as a valuable tool for educators and curriculum designers to promote more comprehensive writing skill development in Iranian EFL learners.
۲۳.

The Effect of Interactionist vs. Interventionist Dynamic Assessment on Writing Accuracy of Young vs. Adult IELTS Candidates(مقاله علمی وزارت علوم)

نویسنده:
منبع: International Journal of Language Testing, Volume ۱۴, , Issue ۱, March ۲۰۲۴ 1 - 16

کلیدواژه‌ها: dynamic assessment Interactionist dynamic assessment Interventionist Dynamic Assessment writing accuracy

حوزه‌های تخصصی:
تعداد بازدید : ۳۳۱ تعداد دانلود : ۲۴۱
The present study explored the effects of interactionist Dynamic Assessment (DA) and age on the writing accuracy of IELTS candidates. This research investigated the existence of an interactional effect between the age of learners and the type of treatment they received. First, 140 IELTS candidates were split into two age groups, adult and young. Each group was divided into two equal smaller groups, randomly assigned to two types of DA. All four groups took a writing pre-test. After a nine-session treatment of interactionist DA in study groups and interventionist DA in control groups, all groups took a writing post-test. The data collected during the post-test were analyzed by two-way ANOVA and compared with the pre-test data. The findings showed that implementation of interactionist DA significantly improved the learners’ writing accuracy while the learners’ age had no significant effect on their writing accuracy. With respect to the study findings, EFL teachers could use interactionist DA to enhance the accuracy of learners' writing skills by providing more opportunities for the learners to interact.
۲۴.

The Effect of Mobile-mediated Dynamic Assessment on Iranian Intermediate EFL Learners’ Writing Skill(مقاله علمی وزارت علوم)

نویسنده:
منبع: Journal Of English Language and Literature Teaching, Volume ۲, Issue ۲, September ۲۰۲۳ 35 - 53

کلیدواژه‌ها: Mobile-mediation dynamic assessment EFL Learners writing skill

حوزه‌های تخصصی:
تعداد بازدید : ۱۷۹ تعداد دانلود : ۹۷
This study was explored to seek the effect of mobile-mediated dynamic assessment on Iranian EFL learners' writing skill. The participants were 60 EFL learners from one English language institute in Shiraz, Iran, learning English at the intermediate level. Their age ranged from 15 to 30. The participants were randomly assigned to three equal groups (i.e., one control group and two experimental groups). The instruments and materials used in this study were oxford quick placement test (OQPT), the DIALANG writing test, WhatsApp, Google Docs, and the interview. To measure the participants’ general English proficiency level before the experiment, the participants took the Oxford Quick Placement Test (OQPT). The quantitative data were analyzed using using Kolmogorov-Smirnov and Shapiro-Wilk tests of normal, descriptive statistics, paired-sampled T-tests, ANOVA, and Tukey post hoc tests. For the qualitative data analysis, the answers to the interview questions were coded and analyzed using a typology of mediation. The ANOVA test showed that there were significant differences among the groups which implies that mobile-based dynamic assessment can enhance the writing proficiency among the language learners. In other words, both T and V groups in intermediate level had a significant progress in their writing proficiency. In light of the qualitative data, nearly all of the participants supported DA due to its advantageous benefits. They felt that this approach saved them time and increased their confidence and enthusiasm for writing, which is a challenging ability.
۲۵.

Dynamic Assessment as the Linchpin of Academic Buoyancy, Reflective Thinking, and Academic Resilience for Intermediate Iranian EFL Learners: A Phenomenological Study(مقاله علمی وزارت علوم)

نویسنده:
منبع: International Journal of Language Testing, Volume ۱۴, Issue ۲, October ۲۰۲۴ 133 - 150

کلیدواژه‌ها: Academic Buoyancy academic resilience dynamic assessment reflective thinking

حوزه‌های تخصصی:
تعداد بازدید : ۲۰۶ تعداد دانلود : ۱۴۹
In recent years, dynamic assessment and positive psychology have attracted the attention of many researchers. This phenomenological study explores Iranian intermediate English as a Foreign Language (EFL) learners' perception of academic buoyancy, reflective thinking, and academic resilience in response to dynamic assessment. Data were gathered through narrative inquiry, observation, and focus group discussion involving 18 intermediate EFL learners at a language institute in South Iran. Member checking, peer debriefing, and audit trail were used to ensure the credibility and dependability of the instruments. Thematic analysis of the qualitative data revealed that dynamic assessment positively influenced learners' academic buoyancy by providing tailored scaffolding and support, fostering resilience in the face of academic challenges, and enhancing reflective thinking abilities. These findings suggest that integrating dynamic assessment techniques into language teaching practices contributes to students' adaptive coping mechanisms and ability to navigate academic setbacks, enhancing their academic success and overall well-being. The study underscores the importance of incorporating dynamic assessment approaches to cultivate resilient and empowered learners within EFL settings. This study contributes to understanding dynamic assessment's role in fostering academic resilience and reflective thinking in language learning contexts. The implications of the study are discussed.
۲۶.

Iranian EFL Teachers’ Dynamic Assessment Literacy and their Views of Its Practicality: A Comparative Study of Public School and English Language Institute Teachers

نویسنده:
منبع: Research in English Education Volume ۹, Issue ۲ (۲۰۲۴) 30 - 45

کلیدواژه‌ها: dynamic assessment EFL high school teachers EFL institute teachers Literacy Perception

حوزه‌های تخصصی:
تعداد بازدید : ۱۵۳ تعداد دانلود : ۸۶
Teachers play a pivotal role in the instruction-assessment process. Knowing EFL teachers’ conceptualizations of the role of assessment as well as their own role in the implementation of assessment is very critical. Accordingly, the current study aimed to compare Iranian EFL public high school teachers’ literacy and perceptions of dynamic assessment with those of English language institute teachers. In so doing, 45 (23 high school, 22 institute) English teachers, teaching in Lahijan, Iran were selected according to convenience sampling method. The teachers were invited to cooperate and participate in the study and fill out the questionnaire sent via social network like WhatsApp and Telegram. In addition, nine teachers (five high school, four institute teachers) were selected through purposive sampling to participate in a semi-structured interview with five questions posed through the above-mentioned social networks. A researcher-adapted questionnaire with 23 items in a Likert-type scale was utilized to collect data. The validity and reliability of the questionnaire were achieved through experts’ opinion and Cronbach Alpha, respectively. Having collected the data, descriptive and inferential statistics of the findings showed that although both groups of teachers had a realistic view about the application of dynamic assessment due to its practicality and social acceptance, the teachers in two different contexts of teaching had different rates of literacy and perceptions of dynamic assessment. Furthermore, the difference in the two groups of teachers’ perceptions of dynamic assessment practicality was significantly different. The institute teachers enjoyed a higher average of both literacy and perceptions of dynamic assessment practicality in their classrooms. This study echoes the teachers’ voices, and as in the wake of new forms of curricular policy in many parts of the world, teachers are increasingly required to be agents of change that would hopefully encourage change at the discipline and in the institutional level.
۲۷.

Dynamic Assessment and Iranian EFL Learners’ Knowledge of Passive Voice in Speaking Tasks(مقاله پژوهشی دانشگاه آزاد)

نویسنده:
منبع: The Journal of English Language Pedagogy and Practice, Vol.۱۶, No.۳۳, Fall & Winter ۲۰۲۳ 127 - 149

کلیدواژه‌ها: dynamic assessment Zone of Proximal Development Passive Voice Speaking Skill EFL Learners

حوزه‌های تخصصی:
تعداد بازدید : ۱۷۷ تعداد دانلود : ۷۱
The present investigation aimed to examine the impact of dynamic assessment on the acquisition of passive voice in a speaking context among Iranian intermediate EFL learners. To this end, forty intermediate-level learners from a Language Institute in Lahijan were randomly chosen to participate in the study through the administration of an OPT. The study employed a pre/post-test design with two participant groups: experimental and control. Speaking proficiency was assessed using four instruments: EIT, TGJT, UGJT, and a focused communication task, all administered orally. The experimental group engaged in task-based interactions with their interlocutors while receiving dynamic assessment interventions. Conversely, the control group completed the same tasks, but their instruction focused on explicit form correction. After the intervention phase, participants in both groups were administered a post-test of speaking proficiency. This post-test utilized the identical four measures employed in the pre-test. A battery of statistical analyses, encompassing t-tests and ANOVA with Pearson correlation coefficients, was conducted to assess group differences. The results yielded statistically significant differences in mean scores between the groups. These findings suggest that Dynamic Assessment (DA) may be a more effective intervention strategy than the Focus on Form approach. The study concludes by exploring the broader implications of these results for language learning pedagogy.
۲۸.

A Comparative Analysis of the Perceived Effects of Interactionist and Interventionist Dynamic Assessment Models in the Improvement of Speaking Subskills Among Iranian EFL Learners(مقاله پژوهشی دانشگاه آزاد)

نویسنده:
منبع: The Journal of English Language Pedagogy and Practice, Vol.۱۶, No.۳۳, Fall & Winter ۲۰۲۳ 225 - 245

کلیدواژه‌ها: dynamic assessment speaking accuracy fluency Complexity Qualitative EFL

حوزه‌های تخصصی:
تعداد بازدید : ۱۱۰ تعداد دانلود : ۸۹
Dynamic assessment offers a holistic approach to evaluation by embedding assessment within instruction. Despite evidence suggesting the effectiveness of DA in language classrooms, there remains a reluctance among teachers to adopt DA practices. This reluctance stems from a lack of understanding of how DA models impact specific learning outcomes, particularly in speaking skills. One main contributing factor is the dominance of quantitative DA studies, which do not contextualize the differences between DA models. With an inductive thematic analysis design, this study explored the perceived effects of interactionist and interventionist DA models on speaking accuracy, fluency, and complexity among Iranian EFL students. Thirty undergraduate intermediate EFL learners from Islamic Azad University, North Tehran Branch, were recruited through purposive sampling. Each participant had received one hundred hours of speaking lessons with one of the DA models embedded before participating in a semi-structured interview. The analysis of participants' perceptions and reflections revealed that both DA models were well-received for improving speaking skills but had different effects on subskills. Learners perceived the interactionist model as an effective teaching method that improved their speaking accuracy and complexity but reduced fluency, while the interventionist model favored fluency at the expense of grammatical accuracy and complexity.
۲۹.

Combined Effect of Critical Thinking and Dynamic Assessment on Enhancing Iranian EFL Learners’ Writing Performance: A Focus on Teaching Writing Strategies(مقاله پژوهشی دانشگاه آزاد)

نویسنده:
منبع: international Journal of Foreign Language Teaching & Research, Volume ۱۲, Issue ۴۸, Spring ۲۰۲۴ 67 - 77

کلیدواژه‌ها: Critical thinking dynamic assessment Intermediate EFL learners Writing Strategies

حوزه‌های تخصصی:
تعداد بازدید : ۱۲۲ تعداد دانلود : ۱۱۱
This study aimed to explore the combined impacts of critical thinking and dynamic Assessment on enhancing the writing performance of Iranian EFL learners, specifically focusing on teaching writing strategies. We selected 80 intermediate-level participants from a pool of approximately 200 language learners at an accredited institute (Gooyesh). These participants were divided equally into two experimental and control groups. The experimental group (EG) received writing strategies through the application of critical thinking principles and dynamic assessment. The control group (CG) received writing strategies through traditional methods without receiving critical thinking or dynamic assessment principles. The two groups underwent a writing pre-test to assess their initial writing skills, and after the treatment, to measure their writing improvement, they took a post-test using the same evaluation criteria as those of the pre-test. Then, appropriate statistical tools were employed to gauge the participants' writing progress as a result of the instructional methods. The results indicated that integrating dynamic assessment and critical thinking strategies significantly improved participants' written communication skills. These findings hold promise for EFL instructors, curriculum designers, and material developers.
۳۰.

Exploring ways of assessing intercultural competence: Introducing the bimodal assessment model(مقاله پژوهشی دانشگاه آزاد)

نویسنده:
منبع: Curriculum Research, Volume ۵, Issue ۴ , ۲۰۲۴ 26 - 48

کلیدواژه‌ها: Bimodal Assessment Model dynamic assessment Intercultural Assessment Intercultural communication performance assessment

حوزه‌های تخصصی:
تعداد بازدید : ۱۶۷ تعداد دانلود : ۱۱۲
Discovering the best solution for assessing intercultural communication is a big challenge all over the world. Thus, the current paper tried to find various ways of intercultural assessment in Iran by introducing a bimodal assessment model. Therefore, the researchers selected thirty Iranian teachers through convenience sampling as the participants of the study. By using a qualitative design, the required data were collected and by using inductive content analysis, the results were analyzed. The data collected and analyzed from interviews and observation sessions revealed that Iranian teachers used a blend of traditional and communicative methods to assess intercultural issues in their classes. Portfolio assessment, performance assessment, dynamic assessment, self/peer assessment, written quizzes, dialogues, and discussion, interview, and presentation are among the methods of assessing intercultural communication in Iran’s context. This study is of high importance for language teachers because they can use the findings as tools for assessing intercultural content in their classes and for intercultural experts to introduce these assessment tools to teachers in their training courses. The bimodal assessment model as the final product of this paper could pave the way for Iranian teachers as an assessment model.
۳۱.

An Exploration into the Role of Pragmatic Learning Strategies and Gender in Game-based Group Dynamic Assessment(مقاله علمی وزارت علوم)

نویسنده:
منبع: Issues in Language Teaching (ILT), Vol. ۱۲, No. ۲, ِDecember ۲۰۲۳ 119 - 150

کلیدواژه‌ها: dynamic assessment game-based learning Gender L2 pragmatics Pragmatic strategies

حوزه‌های تخصصی:
تعداد بازدید : ۱۲۹ تعداد دانلود : ۷۷
In line with Vygotsky’s sociocultural theory (SCT) of mind, digital game-based language learning (DGBL) and dynamic assessment (DA) offer language learning opportunities via sociocultural engagement. This quantitative study explored the role of pragmatic learning strategies (PLSs) and gender in game-based group dynamic assessment. Our participants included thirty upper-intermediate EFL learners (15 males and 15 females) from two intact classes taking an English pragmatic course via game-based group dynamic assessment. Following a pre-test, treatment, and post-test design, the participants filled out a PLS inventory to identify the strategies for tackling L2 conversations in different situations. Besides, all learners were required to write reflective journals following each treatment session. Descriptive statistics and correlational analysis were employed to analyze the data. The findings indicated that the participants most widely used memory strategies, i.e., they relied more on memorizing and storing previous pragmatic knowledge. In addition, compensatory strategies were positive but weak predictors of the learners’ L2 pragmatic performance, and gender did not impact the learners’ use of different PLSs. The study’s limitation and its practical and pedagogical implications for educational policymakers, teacher education programs, and L2 instructors will be discussed in light of the posed research questions.
۳۲.

Dynamic Assessment of Iranian EFL Learners’ Past Tense Development in the Context of Writing Practice: A Socio-constructive Perspective

نویسنده:
منبع: Research in English Education Volume ۹, Issue ۳ (۲۰۲۴) 1-15

کلیدواژه‌ها: dynamic assessment Mediation writing zone of proximal development (ZPD)

حوزه‌های تخصصی:
تعداد بازدید : ۲۲ تعداد دانلود : ۱۸
This paper attempted to explore the impact of dynamic assessment (DA) in improving EFL students’ writing ability. To this end, 60 homogenous pre-intermediate EFL learners from a private high school participated in this study and after administering QPT, the forty students were randomly divided into two equal groups; 20 learners in an experimental group and 20 learners in a control group with the same age and the same English knowledge and background. In the first session of instruction, the pre-test was administered in order to evaluate the learners’ writing ability. Then the control group received the traditional approach and the experimental group was exposed to dynamic assessment instruction to learn how to write with more efficiency. The treatment endured 12 sessions. The results of data analysis showed that the experimental group improved significantly. It is indicated that the dynamic assessment procedure is more efficient in teaching writing than the traditional methods. Furthermore, dynamic assessment enhances L2 writing and can play a crucial role in language learning.
۳۳.

On the Effect of Dynamic Assessment on Iranian Intermediate EFL Learners’ L2 Grammar Learning and Retention: A Gender-Based Study

نویسنده:
منبع: Research in English Education Volume ۹, Issue ۳ (۲۰۲۴) 16-33

کلیدواژه‌ها: dynamic assessment EFL Learners Gender L2 grammar

حوزه‌های تخصصی:
تعداد بازدید : ۲۴ تعداد دانلود : ۲۵
Dissatisfaction with product-oriented and static forms of assessment led to the emergence of process-oriented testing or dynamic assessment. Learners’ involvement in the assessment process can enhance their learning autonomy and help them process linguistic features more deeply. Accordingly, using a quantitative quasi-experimental research design, the researchers sought to explore whether utilizing DA principles would have any differential impact, believed to be statistically significant, on the Iranian male and female intermediate EFL learners’ learning and retention of English grammar. To this end, 30 EFL learners from two intact classes who were taking a general English course at Shayestegan English Language Institute, in Rasht, Iran were selected as a homoscedastic group of participants based on the scores they obtained on a sample copy of Oxford Solutions Placement Test (OSPT). The intact classes, each comprising 15 students, were then assigned to one experimental and one control group who then received treatment on their L2 grammar under different conditions: The experimental group received instruction on English grammar as per the principles of dynamic assessment in an eight-session intervention program. The control group likewise received treatment on L2 grammar over the course of the study, but they were trained using teacher-fronted instruction. Finally, the groups sat for an immediate and a delayed posttest of grammar to demonstrate their degree of learning and amount of retention of English grammar. Capitalizing on a 2 by 2 factorial design, which allowed for examination of both main and interaction effects of instructional modality and participants’ gender, the researchers employed a two-way Analysis of Variance (ANOVA) to examine the participants’ performance scores. The results revealed that, regardless of participants’ gender, instruction as delivered through dynamic assessment privileged the participants in the experimental group much better than that of the conventional method in terms of their learning an
۳۴.

Impacts of Interventionist and Interactionist Dynamic Assessment Models on EFL Learners’ Willingness to Communicate(مقاله پژوهشی دانشگاه آزاد)

نویسنده:
منبع: international Journal of Foreign Language Teaching & Research, Volume ۱۳, Issue ۵۳, Summer۲۰۲۵ 35-50

کلیدواژه‌ها: dynamic assessment Interventionist Model Interactionist Model willingness to communicate Iranian intermediate learners

حوزه‌های تخصصی:
تعداد بازدید : ۲۱ تعداد دانلود : ۲۵
In recent years, the importance of willingness to communicate (WTC) in second language acquisition has gained considerable attention, as it is a crucial factor influencing learners' language use and overall communicative competence. Understanding how various instructional methods can enhance WTC is vital for improving EFL education. This study investigated the comparative impacts of interventionist and interactionist dynamic assessment models on the WTC among 75 Iranian intermediate EFL learners. Participants were divided into two experimental groups (EG1 and EG2) and one control group (CG), with a total of 16 treatment sessions delivered over a semester. Both experimental groups received dynamic assessment interventions, with EG1 utilizing the interventionist model and EG2 employing the interactionist model. The results revealed that both EGs significantly outperformed the CG in enhancing WTC; however, no statistically significant differences were found between the two experimental groups. This study contributes to the understanding of how different dynamic assessment approaches can effectively foster learners' WTC in English. The findings suggest that educators can adopt either dynamic assessment model to improve WTC among EFL learners, emphasizing the need for ongoing research into optimal assessment strategies in language education.
۳۵.

Effect of Interactionist and Interventionist Dynamic Assessments on Iraqi EFL Learners’ Writing Performance(مقاله پژوهشی دانشگاه آزاد)

نویسنده:
منبع: international Journal of Foreign Language Teaching & Research, Volume ۱۳, Issue ۵۳, Summer۲۰۲۵ 129 - 141

کلیدواژه‌ها: dynamic assessment writing proficiency Interactionist Approach Interventionist Approach language assessment

حوزه‌های تخصصی:
تعداد بازدید : ۲۹ تعداد دانلود : ۲۳
This quantitative correlational study explored the effects of different types of dynamic assessment on the writing proficiency of Iraqi female EFL learners. Fifty-four upper-intermediate female students, aged 17-25, from the Global English Institute in Baghdad, Iraq, participated in the study. The participants were selected based on their performance in the Oxford Placement Test (OPT) and were subsequently divided into three groups: interactionist experimental, interventionist experimental, and control. The study employed several instruments, including a participation consent form, the OPT, a writing pre-test and post-test, and writing practices administered during the treatment phase. The intervention covered a full semester, with each group receiving tailored instructional strategies. The interactionist group focused on the Dynamic Mediation Process, while the interventionist group employed targeted interventions based on individual needs. The results, analyzed through pre- and post-tests, demonstrated the efficacy of dynamic assessment techniques in enhancing writing skills, suggesting their potential for broader application in EFL contexts.
۳۶.

A Meta-Analytic Study of Computerized Dynamic Assessment in English Language Learning: trends, effectiveness, and implications(مقاله علمی وزارت علوم)

نویسنده:
منبع: English Language Teaching and Learning. No. ۳۵, Spring & summer ۲۰۲۵ 117 - 136

کلیدواژه‌ها: dynamic assessment Language learning Mediated Learning Zone of Proximal Development

حوزه‌های تخصصی:
تعداد بازدید : ۲۱ تعداد دانلود : ۱۵
This meta-analysis provides a comprehensive evaluation of research studies on computerized dynamic assessment (C-DA) in English language teaching and learning, addressing the need for a systematic overview in light of recent technological advancements. A systematic search across three databases (ERIC, Web of Science, and Scopus) initially identified 2807 articles, with 22 C-DA studies meeting the inclusion criteria after screening. Findings reveal that C-DA significantly enhances language learning outcomes, particularly in reading and listening and writing skills, with large effect sizes reported across multiple studies. Interventionist approaches and quasi-experimental designs were most commonly used, reinforcing the strong impact of mediation on bridging learners' actual and potential performance. While C-DA demonstrated substantial improvements in skill-based outcomes, its effects on affective factors like anxiety and intrinsic motivation were more modest. These findings highlight C-DA’s potential as a transformative tool in language assessment and instruction, particularly when mediation is tailored to learners' needs. However, integrating C-DA with complementary strategies may be necessary to address psychological and motivational factors. 
۳۷.

The Effects of Models of Dynamic Assessment on EFL Learners’ Writing Apprehension and Writing Self-Efficacy(مقاله علمی وزارت علوم)

نویسنده:
منبع: English Language Teaching and Learning. No. ۳۵, Spring & summer ۲۰۲۵ 351 - 370

کلیدواژه‌ها: dynamic assessment IMLE LPMA TLA Writing Apprehension Writing Self-efficacy

حوزه‌های تخصصی:
تعداد بازدید : ۲۷ تعداد دانلود : ۱۳
Dynamic assessment (DA) is an innovative way of assessing students’ knowledge. Given the importance of knowing how to reduce writing apprehension and improve writing self-efficacy in language learning, this study investigated the effects of models of DA including Buddoff’s Learning Potential Measurement Approach (LPMA), Carlson and Wiedl’s Testing-the-Limits Approach (TLA), and Intensive Mediated Learning Experience (IMLE) on L2 writing apprehension and self-efficacy. The participants were 302 students in four groups. All groups were given the writing apprehension and writing self-efficacy questionnaires as pretests, followed by 20 sessions of treatment. The same questionnaires were given in the last session as posttests. The collected data were analyzed using one-way Analysis of Covariance. The results showed a significant difference among the four groups’ writing apprehension and writing self-efficacy mean scores on the posttests. The findings also revealed that the IMLE group outperformed the other two groups. Based on the results, it was concluded that employing DA models can be conducive to reducing writing apprehension and improving writing self-efficacy among EFL learners. The findings of the present study can have useful implications for teachers, students, material designers, and language assessors.
۳۸.

Dynamic Assessment in Iranian EFL Classrooms: A Post- method Enquiry(مقاله پژوهشی دانشگاه آزاد)

نویسنده:
منبع: Journal of Applied Linguistics Vol. ۴, No. ۹, fall ۲۰۱۱ 47 - 63

کلیدواژه‌ها: Alternative Assessment dynamic assessment Post method pedagogy

حوزه‌های تخصصی:
تعداد بازدید : ۹ تعداد دانلود : ۷
Derived from the emerging paradigm shift in English language teaching and assessment, there has been a renewal of interest in dynamic assessment (DA) to be used as an alternative to the traditional static testing in language classrooms. However, to date, DA practice has been mostly limited to clinical treatments of children with learning disabilities, and it has not been widely incorporated into the EFL contexts. In order to find out the reasons behind the slow trend of DA practice, this research adopted a framework, based on the post method pedagogical principles and recommendations, to delve into the prospect of methodological realization of DA approaches in Iranian EFL classrooms. To this end, two instruments, a questionnaire and an interview were developed to explore the practicality of DA through seeking 51 Iranian EFL teachers' perception of DA practice in their classrooms. The results indicated that most of the teachers were negative about the practice of DA in their classrooms and believed that a full-fledged implementation of DA in Iranian EFL classrooms is too demanding. The feasibility of DA in Iranian EFL classrooms, where teachers are deprived of DA training, guideline, and technological resources, is questioned seriously due to the factors such as time-constrained nature of DA procedures, large number of students in EFL classrooms, the common practice of static tests as the mainstream, and overreliance on the teachers' teaching and assessment abilities. The paper suggests the framework of inquiry in this study, which was derived from the post method pedagogy, to be utilized as a blueprint for a critical appraisal of any alternative method or theory which is introduced into ELT contexts.