Abstract
This study investigated the effect of dynamic assessment (DA) on reading comprehension development and metacognitive awareness for reading strategies of Iranian IELTS students within the framework of Poehner (2008) who advocated the integration of assessment and instruction in promoting learners' abilities. It was a pretest-treatment-posttest quasi-experimental design in which 71 men and women advanced EFL learners participated. The experimental group (n=35) received DA interventions for the period of 10 weeks (40 hours in total) and the control group (n=36) went through regular teaching methods and static assessment. Two academic IELTS reading comprehension equivalent tests were employed as the pretest and posttest. Also, the metacognitive awareness for reading strategy questionnaire of Mokhtari and Richard (2002) was administered twice (once at the outset and once at the end of the study). The results of an ANCOVA analysis showed that the experimental group outperformed the control group in reading comprehension development. Moreover, a statistically significant difference was found between the metacognitive awareness for reading strategies of the experimental group and that of the control group through the repeated measure AVONA test. Regarding the results, this study recommends teachers and IELTS instructors to consider DA in their test preparation programs. Keywords: Interventionist dynamic assessment; zone of proximal development; static assessment; reading comprehension. DOI: 10.7176/JLLL/79-02 Publication date: May 31 st 2021
Highlights
International English Language Testing System (IELTS) is one of the most leading English proficiency tests in the world that plays a gatekeeping role for educational institutions in English speaking tertiary programs
Taking the previous ideas into consideration, the objective of this paper is to investigate the influence of dynamic assessment (DA) on reading comprehension development of the EFL leaners and their metacognitive awareness for reading strategies compared to influence of the traditional SA system
The results of the statistical analysis illustrated a significant difference between the posttest and pretest scores of the participants. This means that the DA treatment had a significant positive effect on reading proficiency development of the experimental group compared to the control group
Summary
International English Language Testing System (IELTS) is one of the most leading English proficiency tests in the world that plays a gatekeeping role for educational institutions in English speaking tertiary programs. Various IELTS preparation programs, in all over the world, attempt to help students get through this high-stakes testing system To achieve this goal, language schools hold TTC (teacher training course) programs for IELTS instructors on a regular basis to improve their teaching strategies so that they could help test-takers fulfill their objectives optimally. Despite the advent of complicated e-testing programs, assessment systems mainly provide the test takers with a general idea about their final achievement by illustrating their weaknesses and strengths as the main point of the assessment. They too consider assessment as a separate practice from teaching procedures
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