Enhancing EFL Learners' Reading Proficiency through Dynamic Assessment

Autor/inn/en	Yang, Yanfeng; Qian, David D.
Titel	Enhancing EFL Learners' Reading Proficiency through Dynamic Assessment
Quelle	In: Language Assessment Quarterly, 20 (2023) 1, S.20-43 (24 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yang, Yanfeng) ORCID (Qian, David D.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1543-4303
DOI	10.1080/15434303.2022.2132160
Schlagwörter	English (Second Language); Second Language Learning; Reading Comprehension; Evaluation Methods; College Students; Foreign Countries; College Second Language Programs; Reading Achievement; China + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Leseverstehen; Collegestudent; Ausland; Leseleistung
Abstract	Built on Vygotsky's Sociocultural Theory, Dynamic Assessment (DA) integrates teaching and assessment through mediator-learner interactions to promote learner development. This study employed interactionist DA to diagnose Chinese university EFL learners' reading difficulties and promote their reading proficiency in a seven-week study. The design included a pre-test, a four-week Enrichment Program, a post-test, and a transfer test. Five learners completed each test both in a non-dynamic (NDA) and DA form. The learners' individual interactions with a mediator in DA were recorded, transcribed and analyzed via Nvivo. In addition, the learners' independent performances (IPs) on the NDA and DA, difficulties encountered in the process, the mediator's prompts provided for the learners, and the learners' mediated performances (MPs) were all identified and analyzed. Comparisons of the learners' IPs and MPs across the tests showed that DA contributed to learners' reading proficiency development, and this progress was evident both in their post-test IPs and MPs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01