TY  - JOUR
T1  - Enhancing Feedback Literacy in EFL Writing: Exploring the Impact of Interactionist Dynamic Assessment
TT  - Yabancı Dil Olarak İngilizce Yazma Eğitiminde Geri Bildirim Okuryazarlığının Artırılması: Etkileşimli Dinamik Değerlendirmenin Etkisini İnceleme
AU  - Sarı, Elif
PY  - 2025
DA  - September
Y2  - 2025
DO  - 10.17240/aibuefd.2025..-1564394
JF  - Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi
JO  - BAİBÜEFD
PB  - Bolu Abant Izzet Baysal University
WT  - DergiPark
SN  - 1303-0493
SP  - 1609
EP  - 1627
VL  - 25
IS  - 3
LA  - en
AB  - The study examined the effects of interactionist dynamic assessment on EFL learners' feedback literacy in writing, comparing it with traditional written corrective feedback. It also explored learners' perceptions of this assessment approach. Using a quasi-experimental pre-test and post-test design, the study collected both quantitative and qualitative data. Quantitative data were gathered through the Feedback Literacy Scale to address the first research question regarding the impact of interactionist dynamic assessment on feedback literacy. Qualitative data were obtained from interviews to address the second research question concerning learners' perceptions of interactionist dynamic assessment. The findings indicated that interactionist dynamic assessment was more effective than written corrective feedback in enhancing students' feedback literacy. Learners reported predominantly positive experiences with interactionist dynamic assessment, noting improved understanding, increased motivation, a heightened awareness of errors, and a sense of being valued through individualized learning opportunities. Consequently, EFL teachers are encouraged to incorporate interactionist dynamic assessment into their writing classes to enhance the feedback process, improve student feedback uptake, and foster better teacher-student interactions.
KW  - Interactionist dynamic assessment
KW  - Written corrective feedback
KW  - Feedback literacy
KW  - EFL writing
KW  - Student perceptions
N2  - Bu çalışmanın amacı, diyalojik bir geri bildirim uygulaması olan dinamik değerlendirmenin İngilizceyi yabancı dil olarak öğrenenlerin yazma geri bildirim okuryazarlığı üzerindeki etkisini araştırmaktır. Ayrıca, öğrencilerin bu değerlendirme yaklaşımına ilişkin algıları da araştırılmıştır. Yarı-deneysel ön test-son test deseni kullanılarak hem nicel hem de nitel veriler toplanmıştır. İlk araştırma sorusuna, yani etkileşimli dinamik değerlendirmenin geri bildirim okuryazarlığı üzerindeki etkisine yanıt bulmak için Geri Bildirim Okuryazarlığı Ölçeği aracılığıyla nicel veriler elde edilmiştir. İkinci araştırma sorusuna, yani öğrencilerin etkileşimli dinamik değerlendirmeye yönelik algılarına yönelik nitel veriler ise görüşmeler yoluyla toplanmıştır. Bulgular, etkileşimli dinamik değerlendirmenin öğrencilerin geri bildirim okuryazarlığını geliştirmede yazılı düzeltici geri bildirime göre daha etkili olduğunu göstermiştir. Öğrenciler, etkileşimli dinamik değerlendirme ile ilgili genel olarak olumlu deneyimler yaşadıklarını ve bu yaklaşımın anlamalarını geliştirdiğini, motivasyonlarını artırdığını, hataların farkındalığını güçlendirdiğini ve bireyselleştirilmiş öğrenme fırsatlarıyla kendilerini değerli hissettiklerini belirtmişlerdir. Sonuç olarak, İngilizce öğretmenlerine yazma derslerinde geri bildirim sürecini geliştirmek, öğrencilerin geri bildirimi daha iyi anlamasını sağlamak ve öğretmen-öğrenci etkileşimlerini güçlendirmek için etkileşimli dinamik değerlendirmeyi derslerine dâhil etmeleri tavsiye edilmektedir.
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UR  - https://doi.org/10.17240/aibuefd.2025..-1564394
L1  - https://dergipark.org.tr/en/download/article-file/4276400
ER  -