The Effect of Dynamic Assessment on L2 Grammar Acquisition by Iranian EFL Learners

Mojtaba Kamali,Firooz Sadighi,Mehdi Abbasi

doi:10.7575/aiac.ijels.v.6n.1p.72

Mojtaba Kamali, Firooz Sadighi + Show 1 more

Open Access

https://doi.org/10.7575/aiac.ijels.v.6n.1p.72

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Abstract

This study investigated the effect of dynamic Assessment (DA) on the acquisition of L2 grammar by EFL learners. The focus was on teaching Conditional Type II, or Unreal Conditional, which is a difficult structure for language learners to acquire. To this end, two intact classes of intermediate EFL learners, each consisting of 23 male students were assigned to control and experimental groups. They were pre-tested and post-tested (immediately and delayed post-test) using a written grammaticality judgment task. Multivariate Analysis of Covariance (ANCOVA) was run to analyze the data. The results revealed that the experimental group significantly outperformed the control group (p<0.05) on both immediate and delayed post-tests. The findings point to the advantage of implementation of DA in L2 grammar instruction in classroom contexts.

Highlights

Dynamic Assessment (DA) refers to integrating instruction and assessment in an attempt to present a person’s ability originated from the concept of Vygotsky’s Socio-Cultural Theories (SCT) and its “Zone of Proximal Development” (ZPD)
Poehner (2009) argues that social mediation and engagement in a class context should be studied under a new framework that can be called a group dynamic assessment (G-dynamic Assessment (DA)), while group DA and one-to-one DA use the same axiom of providing learners with mediation to support their co-construction of a ZPD, but they are different because the G-DA must consider the group’s ZPD
The present study aimed to investigate the possible impact of classroom DA on the development of L2 grammar knowledge by English as a foreign Language (EFL) learners

Summary

INTRODUCTION

Dynamic Assessment (DA) refers to integrating instruction and assessment in an attempt to present a person’s ability originated from the concept of Vygotsky’s Socio-Cultural Theories (SCT) and its “Zone of Proximal Development” (ZPD). In the opinion of Haywood and Lidz (2007) DA is “an interactive approach to conducting assessments that focuses on the ability of the learner to respond to intervention.” Lussier and Swanson (2005) define dynamic assessment as a “procedure that attempts to modify performance, via examiners’ assistance, in an effort to understand learning potential” Poehner (2008) has provided the following definition: active collaboration with individuals simultaneously reveals the full range of their abilities and promotes their development In educational contexts, this means that assessment (understanding learners’ abilities) and instruction (supporting learner development) are a dialectically integrated activity. The interactionist DA emphasizes the development of individual learners and even a group of learners, no matter how much effort is required without concern for predetermined endpoints (Poehner, 2008)

LITERATURE REVIEW

Procedure

Findings

DISCUSSION AND CONCLUSION