Group Dynamic Assessment of L2 Learners' Writing Abilities

Autor/in	Shabani, Karim
Titel	Group Dynamic Assessment of L2 Learners' Writing Abilities
Quelle	In: Iranian Journal of Language Teaching Research, 6 (2018) 1, S.129-149 (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2322-1291
Schlagwörter	Group Dynamics; Cohort Analysis; Experimental Groups; Control Groups; Homogeneous Grouping; Mixed Methods Research; Pretests Posttests; Community Colleges; Teaching Methods; Writing Ability; Writing Achievement; Writing Improvement; Student Evaluation; Second Language Learning; College Freshmen; English (Second Language); Language Tests; Test of English as a Foreign Language + Suchen Sie Ihr Suchwort? Gruppendynamik; Kohortenanalyse; Homogene Gruppierung; Niveaugruppierung; Streaming; Community college; Community College; Teaching method; Lehrmethode; Unterrichtsmethode; Schreibkompetenz; Schulnote; Studentische Bewertung; Zweitsprachenerwerb; Studienanfänger; English as second language; English; Second Language; Englisch als Zweitsprache; Language test; Sprachtest
Abstract	The present study was designed to test a group-based format of dynamic assessment (G-DA) in the context of writing over a time span of twelve weeks of instruction. A cohort of 60 students took a homogeneity test and based on the results, 44 students were selected to participate forming the two groups of experimental (N = 22) and control (N = 22). The study benefitted from a mixed methodology design comprising both quantitative and qualitative data collection and analysis. The experimental group underwent G-DA instruction for a time span of 12 weeks and received prompts, hints and scaffolding during all stages of writing including topic selection, idea generation and revising while the control group was deprived of dialogic negotiation and interaction. The results of quantitative data analysis of pretest and posttest scores using independent and paired samples t-tests revealed the outperformance of the experimental group over the control group. The microgenetic analysis showed that the G-DA instructions could diagnose quite vividly the learners' sources of writing difficulties and help promote the abilities which are in the state of maturation. It was also found that the G-DA interactions could set the ground for creating a state of intersubjectivity and positive interdependence among the more and less proficient learners in the course of which they could trial their legitimate peripheral participation. The G-DA interactions had the function of moving the entire class forward in its ZPD while co-constructing ZPDs with individual learners within the social microcosm of the classroom context. On implication side, it is argued that the G-DA serves as a precise, teacher/learner-friendly and, thus, ethical procedure for the assessment of learners' writing abilities. (As Provided).
Anmerkungen	Urmia University Press. Faculty of Literature and Humanities, Urmia, 165, Iran; Tel: +98-44-32752741; Fax: +98-44-32752746; e-mail: info@urmia.ac.ir; Web site: http://ijltr.urmia.ac.ir/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01