Implementation of corrective feedback in an English as a foreign language classroom through dynamic assessment

Abstract

The present study tried to investigate the effectiveness of the implementation of corrective feedback in the light of Dynamic Assessment (DA) techniques which are rooted in ZPD on Foreign language learners’ learning of reported speech structures. Two frameworks were used as the theoretical bases in this study; Lantolf and Aljaafreh’s regulatory scale (1994) and Feuerstein, Rand, and Rynders (1988) Mediated Learning Experience (MLE). Two intact English language classes in a language center (Isfahan-Iran) each having 15 students were randomly selected; one class was randomly regarded as the experimental group and the other one as the control group. The experimental group received DA-based treatment through the frameworks under focus in this study; however, the control group did not receive such treatment and followed the routines of the language center. The classes were tape recorded and were reviewed at the end of each session. After the instruction, the participants took two post-tests, i.e., one immediately after the treatment, and another one after two weeks.  The data were then qualitatively analyzed after the transcription, and it was concluded that the amalgamation of DA framework and Corrective Feedback framework were effective in enhancing the participants’ learning reported speech structures, and a long term effect was also observed regarding the experimental group.

Keywords

• ZPD, Dynamic Assessment, Corrective feedback, Mediated Learning Experience (MLE), Long Term Memory

Mansoor Tavakoli a, Marzieh Nezakat-Alhossaini b

Abstract

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