Literaturnachweis - Detailanzeige
| Autor/in | Ebadi, Saman |
|---|---|
| Titel | Exploring "DIALANG"'s Diagnostic Feedback in Online L2 Dynamic Assessment |
| Quelle | In: Teaching English with Technology, 16 (2016) 1, S. 41-58Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1642-1027 |
| Schlagwörter | Forschungsbericht; Feedback (Response); Psychometrics; Web Based Instruction; Synchronous Communication; Computer Mediated Communication; Structural Grammar; English (Second Language); College Second Language Programs; Language Tests; Computer Assisted Testing; Diagnostic Tests; Transcripts (Written Records); Teaching Methods; Foreign Countries; Iran |
| Abstract | Dynamic assessment (DA) as an alternative to psychometric-based testing focuses on the collaborative dialogue between the learners and the mediator to move the learners from their current capabilities. This study represents a web-based qualitative inquiry in online DA which aims at addressing the inadequacy of the diagnostic feedback of the web-based "DIALANG" test in reflecting learners' potentials for future development. Applying microgenetic analysis as the general framework for data analysis, this study intended to uncover two university students' zone of proximal development (ZPD) of English grammar structures through mediation in a synchronous computer mediated communication (SCMC) context. The findings of this study revealed the shortcomings of "DIALANG" test results and diagnostic feedback, which are not attuned to the learners' ZPD, and the effectiveness of online DA mediation, which can highlight the learners' microgenetic developmental trajectory to obtain a richer and more accurate understanding of the learners' potential level of future development. (As Provided). |
| Anmerkungen | IATEFL Poland Computer Special Interest Group / University of Nicosia / Maria Curie-Sklodowska University. Ul. J. Sowinskiego 17, 20-041 Lublin, Poland. Web site: http://tewtjournal.org |
| Begutachtung | Peer reviewed |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2022/4/11 |
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