Developments of English Language Speaking Skill, Awareness and Metacognitive Strategy Use in the Light of Dynamic Assessment Models

Abstract

Since its introduction to education, Dynamic Assessment (DA) has gained attention from the researchers in different educational fields. However, the two models of DA (interventionist and interactionist) have rarely been incorporated comparatively into skill, style, and strategy developments in an EFL setting. This study synthesized the development of the speaking skill, level of language awareness (LA), and metacognitive strategy use (MSU) in the light of comparative incorporation of DA models to fill this gap. Sixty undergraduate Iranian EFL students majoring in English Translation Studies attended this mixed methods research. Quantitative analysis of the data showed that although the participants in both groups were able to gain significantly higher speaking scores as compared to their counterparts in the control group inter-experimental groups’ differences were not significant. Regarding LA and MSU, neither the interventionist nor the interactionist model led to significant levels in the process of developing the speaking skill. The qualitative analysis of interviews, however, showed specific changes in the experimental groups' LA and MSU in light of the DA-oriented mediation. In addition to theoretical contributions, the results shed light on some aspects of integrating DA in EFL education and bear some implications for multiple EFL stakeholders.