Exploring EFL Learners' Developmental Errors in Academic Writing through Face-to-Face and Computer-Mediated Dynamic Assessment

Autor/inn/en	Vakili, Shokoufeh; Ebadi, Saman
Titel	Exploring EFL Learners' Developmental Errors in Academic Writing through Face-to-Face and Computer-Mediated Dynamic Assessment
Quelle	In: Computer Assisted Language Learning, 35 (2022) 3, S.345-380 (36 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ebadi, Saman)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-8221
DOI	10.1080/09588221.2019.1698616
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Computer Assisted Testing; Sociocultural Patterns; Theory of Mind; Learning Processes; Writing (Composition); Academic Language; Error Patterns; Error Correction; Teaching Methods; Writing Instruction; Computer Assisted Instruction; Conventional Instruction; Computational Linguistics; Collaborative Writing; Learner Engagement; Self Management; Remedial Instruction; Foreign Countries; Case Studies; Adult Students; Error Analysis (Language); Iran + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Soziokulturelle Theorie; Learning process; Lernprozess; Schreibübung; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Fehlertyp; Korrektur; Teaching method; Lehrmethode; Unterrichtsmethode; Schreibunterricht; Computer based training; Computerunterstützter Unterricht; Linguistics; Computerlinguistik; Selbstmanagement; Förderkurs; Ausland; Case study; Fallstudie; Case Study; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Error analysis; Fehleranalyse
Abstract	Theoretically grounded in Vygotsky's sociocultural theory of mind, Dynamic Assessment (DA) provides researchers with the opportunity to investigate different aspects of learners' developmental trajectory, including the ways they overcome their errors. As a qualitative inquiry into the nature of errors reflecting learners' development in academic writing and the ways they are treated, this study examined the role of face-to-face (FTF) and Computer-Mediated (CM) contexts on the ways Iranian EFL learners dealt with their main developmental errors. In this study, the nature of developmental errors emerged out of the analysis of a writing corpus of four learners participating in a two-month DA based academic writing course. The learners' high-frequency errors were examined through the microgentic development method, which allows for investigating the moment to moment changes in learners' performance, to reveal the ways they were addressed in FTF and CM contexts of DA. The results highlighted the different effects of FTF and CM contexts on learners' pace, depth and permanency of development through not only employing different mediation forms but also encouraging the usage of different mediational tools. The findings indicated that while FTF mediation led to an inclination toward collaborative writing, CM mediation increased learners' engagement with their written texts by focusing more on difficult items and transferring development to other tasks and situations which, in turn, illustrates their progression towards self-regulation. The findings of the study shed light on the potentials of DA in guiding learners' struggle to overcome their academic writing developmental errors in both CM and FTF contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01