Abstract
Dynamic assessment rooted in sociolinguistic theory of Vygotsky has a long history in applied linguistics but has recently been the hot topic of EFL studies. The present study aimed at investigating the difference between applying dynamic and non-dynamic assessment of EFL reading comprehension ability and examining its immediate and delayed effect. 197 Iranian university students participated in this study. The design of the study was quasi-experimental and several t-tests were used for answering the research questions. The results of the study indicated a significant difference between dynamic and non-dynamic assessment of reading ability in favor of dynamic assessment. Also a beneficial effect of dynamic assessment for EFL readers was found and the effect didn’t fade away over time. This beneficial immediate and delayed effect on EFL reading ability can have useful implications for EFL learners, teachers and testers.
Highlights
Dynamic assessment (DA) in language learning, which derives from Vygotsky’s (1978) idea on how child’s cognition develops and applies Vygotsky’s sociocultural theory into assessment, can offer new insights into assessment in the language classroom by revealing invaluable secrets about the ability of individual students and their abilities while answering each test item
The present study aimed at investigating the difference between applying dynamic and non-dynamic assessment of EFL reading comprehension ability and examining its immediate and delayed effect
While the results of traditional non-dynamic assessment (NDA) can only show the already existent abilities of the student, the analysis of zone of proximal development (ZPD) makes it possible to evaluate the ability of the student to learn from the interaction with a teacher or a more competent peer and predict their possible future development
Summary
Dynamic assessment (DA) in language learning, which derives from Vygotsky’s (1978) idea on how child’s cognition develops and applies Vygotsky’s sociocultural theory into assessment, can offer new insights into assessment in the language classroom by revealing invaluable secrets about the ability of individual students and their abilities while answering each test item. While the results of traditional non-dynamic assessment (NDA) can only show the already existent abilities of the student, the analysis of zone of proximal development (ZPD) makes it possible to evaluate the ability of the student to learn from the interaction with a teacher or a more competent peer and predict their possible future development. Dynamic assessment offers a wealth of development It posits that mental activities are mediated by psychological tools. The preset study aims at investigating the immediate and delayed effects of DA on EFL reading comprehension ability
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