Developing EFL Learners' Speaking Skills through Dynamic Assessment: A Case of A Beginner and an Advanced Learner

Autor/inn/en	Ebadi, Saman; Asakereh, Ahmad
Titel	Developing EFL Learners' Speaking Skills through Dynamic Assessment: A Case of A Beginner and an Advanced Learner
Quelle	In: Cogent Education, 4 (2017) 1, Artikel 1419796 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Asakereh, Ahmad)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2331-186X
DOI	10.1080/2331186X.2017.1419796
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Sociocultural Patterns; Learning Theories; Evaluation Methods; Inner Speech (Subvocal); Metacognition; Schemata (Cognition); Oral Language; Pretests Posttests; Comparative Analysis; Language Proficiency; Advanced Students; Novices; Graduate Students; Student Attitudes; Foreign Countries; Iran + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Soziokulturelle Theorie; Learning theory; Lerntheorie; Inneres Sprechen; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Cognition; Schema; Kognition; Oral interpretation; Mündlicher Sprachgebrauch; Language skill; Language skills; Sprachkompetenz; Fortgeschrittener; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Schülerverhalten; Ausland
Abstract	Dynamic assessment (DA), having its theoretical base in Vygotskyan Sociocultural theory of mind, is a newly developed classroom assessment through which learners are helped to perform beyond their current ability. Drawing upon the theoretical aspect of DA, the present study explored the impact of DA on the development of speaking skills. To this end, a beginner and an advanced English language learner were recruited for the present study. To collect the data, the participants narrated a set of picture stories during which they received mediation based on their Zone of Proximal Development (ZPD). Microgenetic and thematic analysis as a data analysis framework was employed to identify any possible changes in the participants' cognition development. Moreover, the participants' private speech was considered as an index of their movement toward self-regulation. The findings revealed a significant development in the participants' cognition and their movement toward further self-regulation. Furthermore, the results of thematic analysis of unstructured interviews showed their satisfaction with DA. The findings of the study call for teachers' and materials developers' attention to learners' individualized needs which require tailored mediation to help them move forward toward further self-regulation. (As Provided).
Anmerkungen	Cogent OA. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01