Dynamic Assessment: A Complementary Method to Promote EFL Learning

Autor/inn/en	Abdullateef, Shifan Thaha; Muhammedzein, Fatima
Titel	Dynamic Assessment: A Complementary Method to Promote EFL Learning
Quelle	In: Arab World English Journal, 12 (2021) 2, S.279-293 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Abdullateef, Shifan Thaha)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2229-9327
Schlagwörter	Second Language Learning; Second Language Instruction; English (Second Language); Student Evaluation; Evaluation Methods; Language Teachers; Humanism; Sociocultural Patterns; Advocacy; Undergraduate Students; Comparative Analysis; Writing Tests; Reading Tests; Pretests Posttests; Reading Comprehension; Intervention; Models; College Faculty; Teacher Attitudes; Learning Processes; Teaching Methods; Foreign Countries; Saudi Arabia + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Schulnote; Studentische Bewertung; Language teacher; Sprachunterricht; Humanismus; Soziokulturelle Theorie; Sozialanwaltschaft; Writing test; Schreibtest; Lesetest; Leseverstehen; Analogiemodell; Fakultät; Lehrerverhalten; Learning process; Lernprozess; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Saudi-Arabien
Abstract	Although some assessment modes have proved successful, many learning problems encountered by low achieving learners need to be fixed by a more procedurally adequate remedial classroom assessment. Many EFL instructors adopt conventional and static modes of assessment rather than flexible and humanistic assessment modes. Hence, the study aims at examining how Dynamic Assessment that premises on Vygotsky's zone of proximal development and advocates mediation through good social setting and practice can enhance EFL language learning. Accordingly, 25 EFL students pursuing the first level of an undergraduate course at Prince Sattam bin Abdulaziz University, formed the experimental group for the writing task and 20 for the Reading task. Pre-test and post-test were administered based on Browns' Interventionist Model for writing task and Feuerstein's Interactionist model for Reading Comprehension. In addition, an online questionnaire was distributed to 43 university teachers from Prince Sattam bin Abdulaziz University to elicit their opinion. Data were statistically analyzed using SPSS. The results show a significant relation between Dynamic Assessment and language learning. The implications of findings will be helpful in EFL classrooms and research. (As Provided).
Anmerkungen	Arab World English Journal. 10602 Davlee Lane, Richmond, Texas, 77407. e-mail: editor@awej.org; e-mail: info@ASELS.org; Web site: https://awej.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01