Dynamic Assessment and EFL Learners' Writing Journey: Focus on DA Modalities and Writing Revision Types
Publish place: Teaching English Language، Vol: 17، Issue: 1
Publish Year: 1401
نوع سند: مقاله ژورنالی
زبان: English
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شناسه ملی سند علمی:
JR_TELJ-17-1_003
تاریخ نمایه سازی: 28 شهریور 1402
Abstract:
In comparison with the four main language skills, the writing skill has revealed that students are struggling with writing problems mainly due to ineffective feedback. Under the insights of Vygotsky's Socio-cultural Theory (SCT), DA intended to combine instruction and assessment and warrant both instruction and feedback quality. The present quasi-experimental study tried to investigate the effectiveness of the interventionist DA modalities (i.e., authoritative and facilitative) in developing the writing revision types of a sample of ۱۲۰ advanced Iranian EFL learners in the form of two experimental and one control group. They produced sample essays for both diagnostic and achievement purposes; but in the interim, each experimental group was exposed to specific DA-oriented interventions while the control group received its conventional non-dynamic mainstream of teaching writing revision types. Parametric statistical analyses (MANOVA and one-way ANOVA) run forurposes revealed interesting findings: ۱) significant differences among the three groups in favor of DA-interventions; ۲) significant difference of facilitative-DA modality over authoritative-DA modality; ۳) significant differences with regard to Addition Deletion, and Substitution, ۴) but no differences between the control group and the experimental groups in ‘Permutation’ were detected.
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Authors
Seyed Hamed Etemadi
Department of Foreign Languages, Central Tehran Branch, Islamic Azad University, Tehran, Iran
Gholam-Reza Abbasian
Department of English, Imam Ali University, Tehran, Iran
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