Dynamic assessment effect on speaking performance of Indonesian EFL learners (original) (raw)
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An Investigation of Dynamic Assessment on EFL Learners’ Speaking Performance
World Journal of English Language
This research investigates the effect of DA on increasing students' English-speaking performance as Foreign Language (EFL) learners in university. The research used a qualitative method involving four university learners from different faculties in the first semester. The participants received the same treatments through tests, self-evaluation, feedback and knowledge expansion, and semi-structured interviews. The instruments used in this research aim to analyze the learners' non-fluency and mastery problems. The finding showed some positive attitudes of DA on EFL learners’ speaking performance. In interviews, learners showed positive experiences and attitudes toward DA since it served them as a comfortable, structured, practical, and meaningful platform to recognize their speaking behaviours, weaknesses, strength, and needs. Furthermore, it also helped them to get objective feedback with less anxiety. The researchers conclude that DA can be applied as a primary alternative a...
On The Role of Different Models of Dynamic Assessment on Promoting Speaking
2016
In order to assess the viability of enjoying improvements in the world of language testing and the proposed approaches of alternative assessment in EFL contexts, the current research was an attempt to shed light on the role of interactionist and interventionist models of dynamic assessment (DA) on promoting speaking of Iranian language learners. Therefore, five students enrolling in intermediate language learning courses in Chabahar maritime university were selected randomly. Using an adopted typology for interactionist DA and an adopted regulatory scale for interventionist DA, the researcher found that interactionist DA help learners to gain mastery over speaking problems and perform better through negotiated interaction with the teacher. Besides, the results of t-test showed that students gained better scores on post-test following an interventionist mediatory session. On top of that, for learners and teachers to benefit from these findings, the most frequent interactionist strate...
Cogent Education
Dynamic assessment (DA), having its theoretical base in Vygotskyan Sociocultural theory of mind, is a newly developed classroom assessment through which learners are helped to perform beyond their current ability. Drawing upon the theoretical aspect of DA, the present study explored the impact of DA on the development of speaking skills. To this end, a beginner and an advanced English language learner were recruited for the present study. To collect the data, the participants narrated a set of picture stories during which they received mediation based on their Zone of Proximal Development (ZPD). Microgenetic and thematic analysis as a data analysis framework was employed to identify any possible changes in the participants' cognition development. Moreover, the participants' private speech was considered as an index of their movement toward self-regulation. The findings revealed a significant development in the participants' cognition and their movement toward further self-regulation. Furthermore, the results of thematic analysis of unstructured interviews showed their satisfaction with DA. The findings of the study call for teachers' and materials developers' attention to learners' individualized needs which require tailored mediation to help them move forward toward further self-regulation.
frontiers in education, 2023
Introduction: Testing and assessment tools evaluate students’ performance in a foreign language. Moreover, the ultimate goal of tests is to reinforce learning and motivate students. At the same time, instructors can gather information about learners’ current level of knowledge through assessment to revise and enhance their teaching. This study aimed to investigate the effect of Dynamic Assessment on Iranian English as a Foreign Language (EFL) learners’ speaking skills by considering language learners’ cognitive styles (field dependence and field independence). Methods: For this purpose, 60 Iranian intermediate-level EFL female learners were selected through convenience sampling from three language institutes with similar teaching methods in Shiraz, Iran. The current study has a quasi-experimental design since randomization was impossible. First, the authors used the Nelson Proficiency test and interview to determine the participants’ proficiency level and speaking ability, respectively. Next, they took the group embedded figures test (GEFT) to determine the participants’ type of cognitive style (field dependence or field independence). Next, the participants were randomly assigned to two experimental (FD and FI learners with the dynamic assessment) and two control groups. Paired and independent-sample t-test were applied to analyze the data. Results and discussion: Results revealed that although dynamic assessment was effective for both experimental groups, the Field-dependent group with dynamic assessment outperformed the other. Thus, it can be concluded that in addition to the dynamic assessment, language learners’ cognitive style can also play a vital role in increasing the assessment effectiveness. This type of assessment attracts instructors’ attention to learners’ potential to help the language learners gradually improve their performance. In addition, language institutes can introduce this new way of assessment in their advertisements and attract more students, leading to higher income and publicity for them.
Teaching English Language, 2015
Dynamic Assessment (DA) refers to a range of approaches that incorporate mediation into the assessment procedure (Poehner, 2008). Although DA has been applied to some areas of second language pedagogy, its effect on speaking skill seems as if to be less attended to, hence the present study aims at investigating the effects of this assessment procedure on the Iranian advanced EFL learners speaking skill proficiency. To this end, 40 homogenous advanced EFL learners were divided into three groups. They were assigned to two DA groups and one Non-DA group. As the pretest, the participants of the three groups were interviewed to assess their speaking proficiency. Next, the Non-DA group participants were given specific topics as discussion topics and were required to discuss them in the class without any DA based intervention. The first DA group's participants were assessed and given the required assistance through interaction based DA procedures, while the second DA group received DA based intervention following Lantolf and Poehner (2011) scale to assess and assist the participants' speaking proficiency in their discussions. The results of two Matched Samples t-test indicated that: (a) interactionist model of DA had statistically significant positive effect on Iranian
Looking into the Role of Dynamic Assessment in English Grammar Mastery of Indonesian EFL Learners
Proceedings of the Unima International Conference on Social Sciences and Humanities (UNICSSH 2022), 2023
Dynamic Assessment (DA) is known as an alternative assessment through which learners are helped to enhance performance beyond their current ability. Although the concept of DA has been widely introduced by experts, the it is still rarely put in practice by many educators, in particular, in the Indonesia context. The present study aims to investigate the implementation of DA approach in intermediate grammar class. To this end, eighty-five Indonesian EFL university students who took Functional Grammar Course from the English Education study program participated in this study. The participants belonged to experiment and control groups with each consisting of 42 and 43 students respectively. The data were collected through pretest and posttest. The findings revealed that DA had an impact on the students' grammar mastery, as suggested by the significant increase of post-test scores compared to pre-test ones among the experiment class and by the significant difference between the post test scores of the experimental and control classes, in favour of the experimental one. Accordingly, the findings highlighted the need for language teachers' attention to DA as an alternative to other assessment methods.
A test is first a method and that method generally requires some performances or activities on the part of either the testee or the tester or both. Testing is an inextricable part of the instructional process. If a test is to provide meaningful information on which teachers and administrators can base their decisions, then many variables and concerns must be considered. No EFL program can deny the significance of testing for evaluating learner's acquisition of the target language. This study reports on the use of an innovative assessment, dynamic assessment (DA), in EFL and ESL contexts. It can empower educators to become researchers when they implement and further investigate this innovative approach to language assessment. The present article is a literature review which aims to look critically at the emergence of DA as an alternative approach to the previous traditional approaches. Also, after taking a look at the theoretical framework as well as different models of DA, the researchers compare dynamic and non-dynamic assessments as well as the application and implication of DA in the scope of language teaching and language testing.
Application of Dynamic Assessment in Second and Foreign Language Teaching
INTERNATIONAL JOURNAL FOR TEACHERS OF ENGLISH, 2014
A test is a method of measuring a person’s ability or knowledge in a given area. A test is first a method and that method generally requires some performances or activities on the part of either the testee or the tester or both. Testing is an inextricable part of the instructional process. If a test is to provide meaningful information on which teachers and administrators can base their decisions, then many variables and concerns must be considered. No EFL program can deny the significance of testing for evaluating learner’s acquisition of the target language. Testing is used for two purposes. On the one hand, it is a means to reinforce learning and to motivate students and on the other hand, it is a device to assess learners’ performance in the language. Nowadays educators are recommended to use multiple assessments to evaluate what students have learned. This study reports on the use of an innovative assessment, dynamic assessment (DA), in EFL and ESL. This study can contribute valuable new knowledge to the scarcity of DA literature in SLA. It can also empower educators to become researchers when they implement and further investigate this innovative approach to language assessment. The present article is a literature review which aim to look critically at the emergence of DA as an alternative approach to the previous traditional approaches. Also, after taking a look at the theoretical framework as well as different models of DA, the researcher goes on to discuss the merits and demerits as well as the application and implication of DA in the scope of language teaching and language testing.
The Comparative Effect of Dynamic vs. Diagnostic Assessment on EFL Learners’ Speaking ability
2020
There has been a growing interest in the implementation of different types of assessment, including dynamic and diagnostic, in L2 settings recently. Accordingly, this study tried to explore the effectiveness of dynamic and diagnostic assessment on improving EFL learners’ speaking ability. To this end, 82 intermediate-level EFL learners were selected based on their performance on IELTS (2016). The participants were then divided into three groups of dynamic assessment, diagnostic assessment, and control. In the dynamic group, the students received three speaking tests in the form of test-mediation-retest; in the diagnostic group, the participants received the same three speaking tests and feedback on their problems; and the learners in the control group went through the routine of speaking courses by focusing on the same three speaking tests. The speaking pretest and posttest were recorded and scored by two raters as well. To answer the research questions, a repeated-measures two-way ...
The Effect of Dynamic Assessment on Elementary EFL Learners’ Overall Language Attainment
Theory and Practice in Language Studies, 2016
Dynamic assessment has opened new horizons for teaching and assessment of language learning. The present study was undertaken to explore the impact of dynamic assessment on improving overall language attainment of elementary Iranian English as a foreign language (EFL) students. To make sure about the homogeneity of the participants in both groups the standard Placement Test of Top Notch was administered on 74 male students and 40 students were selected for this research. They were randomly placed in two control and experimental groups each group including 20 participants. Then, the participants in the control group were taught Top NOTCH-FUNDAMENTALS A in the normal class procedure until the post test. But, participants of the experimental group were taught through dynamic assessment technique. After the treatment, to see whether participants' overall language attainment has been improved through dynamic assessment, a post-test was administered to the participants of both groups. The result of post-test showed that there was significant difference between two groups' overall language attainment, that is, group dynamic assessment outperformed control group. The findings can have pedagogical implications for language teachers, testers, teacher educators, and syllabus designers.