The Effect of Dynamic Assessment on Iranian EFL Learners’ Reading Comprehension

Seyed Mohammad Reza Amirian ,Mohammad Davoudi ,Mohsen Ramazanian

doi:10.7575/aiac.alls.v.5n.3p.191

Seyed Mohammad Reza Amirian , Mohammad Davoudi + Show 1 more

Open Access

https://doi.org/10.7575/aiac.alls.v.5n.3p.191

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Abstract

Dynamic Assessment (DA), is grounded in Vygotsky's idea on Sociocultural Theory (SCT) of mind, his concept of Zone of Proximal Development (ZPD) and its related metaphor; scaffolding. This study examined the effects of dynamic assessment on improving reading comprehension of Iranian intermediate students who were learning English as a foreign language. The participants, a group of Iranian male intermediate EFL learners ranging in age from 17 to 20, were randomly assigned to two groups of 14. In this study, the experimental and control groups’ performances on pre-tests and post-tests were compared through paired-samples and independent-samples t-tests. The treatment period lasted for 2 months (16 sessions). The results showed that the experimental group, which was instructed through DA, outperformed the control group which was instructed in a non-dynamic way.

Highlights

Teaching methods have been incorporated in different areas of language learning trend
Due to the previous tables and results, it could be claimed that the experimental group outperformed the control group since there was a significant statistical difference between post-test scores of both groups and a significant statistical difference between the experimental group pretest and post-test scores
The present study examined the influences of Dynamic Assessment (DA) on reading comprehension of Iranian students who were learning English as a foreign language

Summary

Introduction

Teaching methods have been incorporated in different areas of language learning trend. They focus on presenting, delivering, or constructing knowledge. Measuring learners’ knowledge has been part of methods. Different words and expressions have been used for technical equivalent of measuring learners’ knowledge during different periods (Bachman &Palmer, 1996). Measurement, evaluation, and assessment are mentioned (Bachman & Palmer, 1996). These names are different as their definitions vary. Assessment has been defined as an information-gathering activity to gain insight into learners’ current level of knowledge or ability (Baily, 1996; McNamara, 2004)

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Conclusion