چکیده:
The present case study sought to investigate the application of dynamic assessment to an EFL writing context. It primarily aimed to understand the effectiveness of an interactionist dynamic assessment procedure through a web-based application in enhancing argumentative essay writing skill at the university level. The three participants of the study received mediational interactions in five consecutive sessions in an online environment where they revised their written drafts in a joint activity with the mediator. The analysis of the mediator-learner dyadic interactions uncovered traces of microgenetic development in the learners. Also, checking the frequency distribution of implicit and explicit prompts as well as the degree of learner responsiveness over the sessions showed a substantial change in the degree of autonomy and self-regulation in the learners. Ultimately, the participants were able to successfully transfer the learned materials from DA sessions to the transfer task. The study, after all, proved the efficacy of online interactionist dynamic assessment in the development and self-regulation of learners in argumentative essay writing skill.
خلاصه ماشینی:
It primarily aimed to understand the effectiveness of an interactionist dynamic assessment procedure through a web-based application in enhancing argumentative essay writing skill at the university level.
The study, after all, proved the efficacy of online interactionist dynamic assessment in the development and self- regulation of learners in argumentative essay writing skill.
Keywords: Interactionist Dynamic Assessment, Argumentative Essay Writing Skill, Google Docs, Mediational Moves, Learner reciprocity 1.
In dynamic assessment, mediation refers to the reciprocal interaction between a more knowledgeable other (a teacher, a peer) and the learners, taking into account their ZPDs with the goal of providing developmental assistance to promote learning and development.
Following Vygotskian idea that social interaction is the source of cognitive development, plenty of scholars are interested in exploring how group interactions and dynamics affect writing performance in second / foreign language classrooms (Anton & Dicamilla, 1998; de Guerrero & Villamil, 1994; 2000; Mendonca & Johnson, 1994; Villamil & de Guerrero, 1996; 1998).
(1984), Davin (2011), Hassaskhah and Javan Haghparast (2012), Miao and Lv (2013), Nassaji and Swain (2000), Poehner (2005) and Shrestha and Coffin (2012), all of which endorse the positive effects of employing a dynamic procedure in teaching and assessing language skills or components.
The dynamic procedure employed in this study helped the learners develop the ability to internalize the learned concepts and structures and reach the point of self-regulation needing less assistance from the mediator and finally it led to the transcendence of learning from the DA sessions to more novel and complex contexts.