Abstract
This study attempted to check the impact of two dynamic assessment (DA) models on speaking CAF. DA, as opposed to static assessment, is conceived as an interactive approach to assessment that integrates teaching and testing into a unified instructional engagement. To achieve the goals of this research, a convenience sample of 90 upper-intermediate male EFL learners that were randomly assigned into GDA, a C-DA, and a non-DA control group participated in the study. Before carrying out the treatment, a speaking pretest was administered to all three groups and their CAF scores were collected. Following that, the treatment using the aforementioned DA and non-DA conventional models was completed in 16 sessions. To check the impact of the treatment, a speaking post-test was given to the groups at the end of the study. Data analysis using ANOVA showed that C-DA and G-DA could significantly increase speaking CAF than the conventional non-DA instruction with C-DA being significantly better than G-DA. The results of this research propose that implementing DA, especially C-DA by the teachers, can enhance the speaking CAF of the L2 learners.
Highlights
Assessment is a crucial factor in all educational contexts, in the English as a foreign language (EFL) environment
Results for the first research question As the first research question of the study was intended to figure out whether there are any significant differences among the effects of Group dynamic assessment (GDA), C-Dynamic assessment (DA), and Nondynamic assessment (N-DA) on Iranian upper-intermediate EFL learners’ speaking accuracy, speaking accuracy post-test scores of the three groups had to be compared
It intended to find out whether there are any significant differences among the effects of GDA, Computerized dynamic assessment (C-DA), and N-DA on Iranian upper-intermediate EFL learners’ speaking fluency
Summary
Assessment is a crucial factor in all educational contexts, in the English as a foreign language (EFL) environment. According to Beaumont et al (2011), assessment has long been recognized as a momentous element that plays a beneficial role in both the teaching and learning processes. The interaction between instructor and student is crucial in this form of assessment since it reflects the gap between present knowledge and potential knowledge that students are capable to learn (Pileh Roud & Hidri, 2021). DA is regarded as a dynamic approach that integrates teaching and testing in a single educational intervention to improve learning by providing appropriate types of mediation in the form of hints and prompts. DA is influenced by the interactions between a language teacher and L2 learners During this dynamic engagement, the teacher/practitioner plays as an intervener to provide the students, who are the examinees, with the scaffolding they need to complete the tasks. DA, according to Xiaoxiao and Yan (2010), is a meditational and scheduled instruction in which the concentration is on students’ future growth rather than the consequence of previous progress
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