چکیده:
This study is conducted under the domain of Vygotskian Socio-cultural
Theory (SCT) of mind and the notion of dynamic assessment to elevate the
linguistic accuracy of EFL learners’ writing skill. 40 homogenous
intermediate English as a foreign language (EFL) learners from four intact
classes were divided into two dynamic assessment (DA) and non-dynamic
assessment (NDA) groups. As a pre-test, the participants were given writing
topics during a course to assess their writing linguistic abilities. After
analyzing and scoring the compositions’ errors based on four consecutive
stages to error analysis and a model of linguistic errors (grammatical,
syntactic, substance, and lexical), the type and frequency of errors’ subcategories
related to each category (n=516) was detected. Afterwards, the
DA group went through intervention/mediation (interventionist dynamic
assessment) based on their pre-test errors in five sessions, while nondynamic
assessment group received no mediation and feedback. The pretest-
mediation-post-test design (sandwich model of dynamic assessment)
was used in this study. After mediation, as a post-test, both groups entered
the second course of language learning and like pre-test their compositions
during the course were analyzed and scored to see the effect of dynamic
assessment on learners’ writing ability. Analysis of data through descriptive
statistics and statistical analysis showed that the experimental group who
received mediations, unlike control group, solved their writing difficulties
extensively and outperformed the control group with a significant difference.
In other words, application of DA as an alternative procedure to standard
testing has a positive effect on both test performance and writing linguistic
accuracy of EFL learners.
خلاصه ماشینی:
After mediation, as a post-test, both groups entered the second course of language learning and like pre-test their compositions during the course were analyzed and scored to see the effect of dynamic assessment on learners’ writing ability.
Keywords: dynamic assessment, interventionist, sandwich format, zone of proximal development (ZPD), writing linguistic errors 14 {مراجعه شود به فایل جدول الحاقی} 1.
It reveals the social element of language assessment established in Vygotsky’s socio-cultural theories of mind and on top of that the idea of Zone of Proximal Development aiming at detecting writing linguistic errors among learners of English in an EFL setting and applying interventionist DA to promote EFL writing abilities.
2. To what extent can the interventionist model of dynamic assessment promote the EFL learners’ writings and alleviate linguistic errors?
In a parallel result, after applying dynamic approaches on five second-year English majors from a technical college, Wang (2015) reported that interventionist DA is able to realize lower intermediate EFL learners’ listening comprehension potentials and develop problem solving behaviors among these learners.
5. Discussion As mentioned before, the primary objective of the present study was to probe the effect of DA on the pre-determined linguistic errors of Iranian EFL learners’ writing.
6. Conclusion As the questions of this study imply, the present research was to analyze the accuracy of the EFL learners’ writings and apply interventionist DA as a psychological support to alleviate the detected errors.
Further, in order to implement the privileged role of error analysis in language learning and teaching promotion, dynamic mediations were adopted later to remove linguistic errors and promote writing accuracy among learners.