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AN IVESTIGATION INTO THE EFFECT OF DYNAMIC ASSESSMENT ON THE EFL LEARNERS’ PROCESS WRITING DEVELOPMENT

Name: AN IVESTIGATION INTO THE EFFECT OF DYNAMIC ASSESSMENT ON THE EFL LEARNERS' PROCESS WRITING DEVELOPMENT
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M.A. Thesis in Teaching English as a Foreign Language-TEFL

AN IVESTIGATION INTO THE EFFECT OF DYNAMIC ASSESSMENT ON THE EFL LEARNERS’ PROCESS WRITING DEVELOPMENT

Dynamic assessment stresses the need for unifying assessment and instruction. It provides insight into examinees’ potentials for future development by providing them with necessary assistance during the assessment task through collaborative dialogue. The present study was undertaken to explore the practicality and the effect of dynamic assessment on L2 writing ability of Iranian EFL learners. To this end, 17 EFL learners divided into two groups, participated in this study. First of all learners were pretested non-dynamically by choosing their favorite topic from among five topics. Then the procedure of dynamic assessment was run in three steps, topic-choice, idea-generation and macro revising. All these steps ran with the mediation of the teacher and also the learners together. After revision, learners were asked to write about their own topic and their compositions’ scores were taken as the post-test scores. The comparison of pretest and posttest scores in each group separately showed that dynamic assessment significantly influenced participants’ scores and enhanced their writing ability. The comparison of the two groups’ posttests scores illustrated that experimental group’s scores on dynamic assessment sessions were generally higher than the control group’s scores. The results of the learners’ interview assured that EFL process writing with the help of dynamic assessment could improve their writing competence and their writing confidence. It also elevated their motivation in their writing ability. Based on the results of the study, Dynamic Assessment researchers are recommended to conduct Dynamic Assessment-based studies that would outline effective mediation for teaching/assessing various abilities and to provide guidelines for execution of dynamic assessment in L2 educational settings.

Key Words: Dynamic assessment, Process writing, Mediation, Topic-choice, Idea-generation, Macro-revising

دسته: زبان خارجه برچسب: Idea-generation, Key Words: Dynamic assessment, Macro-revising, Mediation, Process writing, Topic-choice

توضیحات

Contents Page

Chapter One: Introduction

1.0. Introduction…………………………………………………………………………………………………… 2

1.1. Dynamic Assessment………………………………………………………………………………………. 2

1.2. Dynamic Assessment vs. Normative/ Standardized Assessment…………………………… 5

1.3. Dynamic Assessment and Process Writing……………………………………………………….. 8

1.4. Significance of the Study………………………………………………………………………………. 11

1.5. Objective of Study……………………………………………………………………………………….. 13

1.6. Research Questions………………………………………………………………………………………. 14

1.7. Definition of Key Terms……………………………………………………………………………….. 14

Chapter Two: Literature Review

2.0. Introduction…………………………………………………………………………………………………. 18

2.1. History and Development……………………………………………………………………………… 18

2.2. The Most Famous Theorists in Dynamic Assessment………………………………………… 21

2.2.1 Jean Piaget…………………………………………………………………………………………….. 21

2.2.2 Lev Semyonovich Vygotsky……………………………………………………………………. 21

2.2.2.1 The Zone of Proximal Development (ZPD)…………………………………………. 22

2.2.2.2 Internalization…………………………………………………………………………………. 24

2.2.3 Feurestein………………………………………………………………………………………………. 25

2.2.3.1 Structural Cognitive Modifiability (SCM)…………………………………………… 26

2.2.3.2 Mediational learning Experience (MLE)……………………………………………… 27

2.3 The Potential and Relevance of Dynamic Assessment for Educational

Psychologists……………………………………………………………………………………………………. 27

2.4 Applications of Dynamic Assessment………………………………………………………………. 30

2.5 Procedures of Dynamic Assessment………………………………………………………………… 32

2.5.1 Primary Procedure Models of Dynamic Assessment……………………………………. 32

2.5.2 Approaches to Dynamic Assessment…………………………………………………………. 33

2.5.2.1 The Approach of Milton Budoff (Learning Potential Testing)……………….. 33

2.5.2.2 The Approach of Campine and Brown (Graduated Prompt)…………………. 34

2.5.2.3 The Approach of Carlson and Wied (Testing-The Limits)…………………….. 34

2.5.2.4 The Approach of Feuerstein (Mediational Assessment)………………………… 35

2.5.2.5 The Guthke Approach (The Lerntest Approach)………………………………….. 37

2.5.2.6 The Lidz Approach (Curriculum-Based Dynamic Assessment)……………… 37

2.6 Dynamic Assessment in First Language Context……………………………………………….. 38

2.7 Dynamic Assessment in Second Language Context…………………………………………… 39

2.7.1 Second Language Dynamic Assessment Studies………………………………………… 40

2.7.2 Second Language Dynamic Assessment in Iran………………………………………….. 42

Contents Page

2.7.3 Dynamic Assessment in Process Writing……………………………………………………. 44

2.8 Conclusion……………………………………………………………………………………………………. 45

Chapter Three: Method of the Study

3.0 Introduction………………………………………………………………………………………………….. 47

3.1 Overall View of the Study……………………………………………………………………………… 47

3.2 Participants…………………………………………………………………………………………………… 47

3.3. Data Collection Instruments…………………………………………………………………………… 48

3.4. Data Collection Procedure…………………………………………………………………………….. 48

3.4.1 Control Group………………………………………………………………………………………… 48

3.4.2 Experimental Group………………………………………………………………………………… 49

3.4.2.1 Topic- choice…………………………………………………………………………………… 49

3.4.2.2 Idea-generation & Structuring…………………………………………………………… 52

3.4.2.3 Macro Revising……………………………………………………………………………….. 55

3.5 Procedures of Data Analysis…………………………………………………………………………… 58

Chapter Four: Result and Discussion

4.0 Introduction………………………………………………………………………………………………….. 61

4.1 Quantitative Part…………………………………………………………………………………………… 61

4.1.1 RQ1: Is dynamic assessment useful for foreign language

learners’ process writing?……………………………………………………………………………….. 61

4.1.2 RQ2: What is the effect of dynamic assessment if it is useful

way for assessing EFL learners’ process writing?………………………………………………. 64

4.2 Qualitative Part……………………………………………………………………………………………… 65

4.2.1 RQ3: How is dynamic assessment process viewed by

the participants of the study?…………………………………………………………………………. 66

4.2.2 RQ4: How is the effect of dynamic assessment in the topic-choice

stage of writing development?……………………………………………………………………….. 68

4.2.3 RQ5 How is the effect of dynamic assessment in the idea generation

stage of writing development?……………………………………………………………………….. 69

4.2.4 RQ6 How is the effect of dynamic assessment in the macro revising

stage of writing development?……………………………………………………………………….. 71

Chapter Five: Conclusions

5.0. Introduction…………………………………………………………………………………………………. 77

5.1. Summary……………………………………………………………………………………………………… 77

5.2. Conclusions…………………………………………………………………………………………………. 79

5.3. Implications…………………………………………………………………………………………………. 80

5.4. Limitations…………………………………………………………………………………………………… 80

Contents Page

5.5. Recommendation for Further Research……………………………………………………………. 81

References………………………………………………………………………………………………………… 83

Appendix………………………………………………………………………………………………………….. 98

List of Tables

Tables Page

Table 1.1 Major Differences between Normative, Static and

Dynamic Assessment Approaches………………………………………………………… 6

Table 1.2 Contrasting Norm-Referenced Models with the Dynamic

Assessment Model……………………………………………………………………………… 8

Table 1.3 DA Framework of EFL Process Writing…………………………………… 11

Table 2.1 Important Names in the History and Development of Dynamic

Assessment………………………………………………………………………………………. 20

Table 2.2: Applications of Dynamic Assessment………………………………………. 30

Table 3.1 Standards of Macro-revision……………………………………………………. 57

Table 4.1 Paired Samples t-test Statistics for Experimental group………………. 61

Table 4.2 Paired Samples t-test for Experimental group…………………………….. 62

Table 4.3 Paired Samples t-test Statistics for Control group………………………. 62

Table 4.4 Paired Samples t-test for control group……………………………………… 62

Table 4.5 Groups Statistics……………………………………………………………………. 64

Table 4.6 Independent Sample t-test………………………………………………………. 64

Table 4.7 Classifications of Categories……………………………………………………. 72

List of Figures

Figures Page

Figure 2.1: Ecosystemic model layout…………………………………………28