Web-based Versus Face-to-Face Interactionist Dynamic Assessment in Essay Writing Classrooms – A Comparative Study

Yıl 2017, Cilt: 7 Sayı: 1, 1 - 29, 31.01.2017

Alireza Ahmadi Fateme Besharati

Öz

The present mixed-method study attempted to investigate the efficacy of using an interactionist dynamic assessment procedure to assist university EFL learners in writing argumentative essays. It also sought to discover the differential effect of dynamic assessment in face-to-face versus web-based modes of delivering mediation. The quantitative component of the study revealed the outperformance of the experimental group on the posttest. However, the two modes of delivering mediation had no differential impact on the degree of improvement of the two experimental groups in the essay writing ability. Furthermore, with regard to the transfer tasks, the experimental groups could successfully transfer their learning to the near and far transfer tasks. The qualitative analysis of the negotiations also demonstrated an improvement in the essay writing ability of the participants over the sessions. Merging the quantitative and qualitative analyses, the study found that interactionist dynamic assessment, in both modes, can have positive effects on the learners’ ability to write better argumentative essays.

Anahtar Kelimeler

Sociocultural theory, Dynamic assessment, Microgenetic development, Argumentative essay writing, Google Docs

Kaynakça

• Ableeva, R. (2010). Dynamic assessment of listening comprehension in second language learning (Unpublished doctoral dissertation). The Pennsylvania State University, University Park.
• Aljaafreh, A. & Lantolf, J.P. (1994). Negative feedback as regulation and second language learning in the zone of proximal development. The Modern Language Journal, 78, 465-483.
• Anton, M. (2003). Dynamic assessment of advanced foreign language learners. Paper presented at the American Association of Applied Linguistics, Washington, D.C.