Investigating Contextual Effects on Iranian EFL Learners' Mediation and Reciprocity in Academic Writing

Autor/inn/en	Vakili, Shokoufeh; Ebadi, Saman
Titel	Investigating Contextual Effects on Iranian EFL Learners' Mediation and Reciprocity in Academic Writing
Quelle	In: Cogent Education, 6 (2019) 1, Artikel 1571289 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ebadi, Saman)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2331-186X
DOI	10.1080/2331186X.2019.1571289
Schlagwörter	Context Effect; English (Second Language); Academic Language; Foreign Countries; Synchronous Communication; Writing Skills; Self Management; Undergraduate Students; Writing Instruction; Instructional Effectiveness; Computer Mediated Communication; Error Correction; Cognitive Development; Interaction; Iran + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Ausland; Writing skill; Schreibfertigkeit; Selbstmanagement; Schreibunterricht; Unterrichtserfolg; Computerkonferenz; Korrektur; Kognitive Entwicklung; Interaktion
Abstract	Theoretically emerged from Vygotsky's sociocultural theory of mind (SCT), Dynamic Assessment (DA) highlights the notions of mediation and reciprocity as the dynamics of learners' progress toward independent functioning. As a qualitative inquiry into the nature of Iranian EFL learners' development in DA based academic writing courses, this study examined their emerging mediation typologies and reciprocity patterns within the face-to-face (FTF) and Computer-Mediated (CM) contexts. In so doing, microgenetic analysis was applied to the interactions of four Iranian EFL learners with an expert within the focused contexts. Results indicated that although mediation typology of the FTF context encourages private analysis and other-regulation, CM mediation facilitates smart correction and consciousness raising. CM mediation also promotes learners` critical thinking through its focus on form. Based on the noticed differences, reciprocity in the CM context targets higher cognitive levels of performance and problem-solving. This study highlights the significance of the CM form of DA in guiding learners` efforts to get self-regulation in academic writing. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01