The Impact of Interactionist Dynamic Assessment on Explanation Writing Ability of Intermediate EFL Learners
International Journal of Language and Linguistics
Volume 4, Issue 5, September 2016, Pages: 183-189
Received: Sep. 8, 2016; Accepted: Sep. 21, 2016; Published: Oct. 10, 2016
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Hooshang Khoshsima, English Language Department, Chabahar Maritime University, Chabahar, Iran
Amin Saed, English Language Department, Chabahar Maritime University, Chabahar, Iran
Mohammad Mortazavi, English Language Department, Chabahar Maritime University, Chabahar, Iran
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Dynamic assessment is an approach based on sociocultural theory of mind aimed to combine instruction and assessment in which learners’ development is simultaneously assessed and improved with regard to their Zone of Proximal Development. This study aimed to integrate principles of dynamic assessment in providing feedback with process-genre approach to teach explanation genre writing. The participants of the study (N=10) were male and female students majoring English translation for BA degree at Chabahar Maritime University. The results of independent samples t-test showed that the learners who were exposed to interactionist approach of DA, performed better than the control group in posttest. Findings of the study suggested that providing feedback through negotiation let students understand their problem and remove them better.
Assessment for Learning, Formative Assessment, Dynamic Assessment, ZPD, Explanation Genre
To cite this article
Hooshang Khoshsima, Amin Saed, Mohammad Mortazavi, The Impact of Interactionist Dynamic Assessment on Explanation Writing Ability of Intermediate EFL Learners, International Journal of Language and Linguistics. Vol. 4, No. 5, 2016, pp. 183-189. doi: 10.11648/j.ijll.20160405.13
Copyright © 2016 Authors retain the copyright of this article.
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