چکیده:
Complexity, accuracy, and fluency (CAF) are measures of language proficiency in productive skills. This study with a non-equivalent control group pretest-post-test design explored whether Dynamic Assessment (DA) procedures enhances EFL teachers' writing CAF. Three 22-member groups of homogeneous teachers were randomly assigned to one control group (Non-DA), an interactionist DA group (IA-DAG), and an interventionist DA group (IV-DAG). After the nine-session treatment, the study groups took a writing post-test. A one-way ANOVA test showed that the experimental groups outperformed the control group, although no significant differences were found between DA groups. Besides, no statistically significant differences were found between the groups' writing complexity. Considering accuracy, IA-DAG outperformed Non-DAG whereas no significant differences were observed between the experimental groups and between IV-DAG and Non-DAG. Fluency measures showed the superiority of DA groups to the control group. The first conclusion was that DA processes have a decisive role in improving writing skills and the CAF triad. Second, CAF components do not develop in a linear process, and employing DA procedures can be useful for its improvement. The paper has implications for language teachers and SLA researchers.
خلاصه ماشینی:
680912 Interactionist and Interventionist Dynamic Assessment Approaches to Teaching Argumentative Writing: Do Complexity, Accuracy, and Fluency Develop?
ir (Received: 2021/10/1; Accepted: 2021/2/7) Online publication: 2021/4/2 Abstract Complexity, accuracy, and fluency (CAF) are measures of language proficiency in productive skills.
This study with a non-equivalent control group pretest-post-test design explored whether Dynamic Assessment (DA) procedures enhances EFL teachers' writing CAF.
Khodabakhsh, Abbasian, and Rashtchi (2018) explored the interventionist and interactionist DA models' roles on EFL learners' language awareness level and metacognitive strategy use while engaged in writing activities.
Additionally, Rahmani, Rashtchi, and Yazdanimoghaddam (2020) showed the interventionist DA's superiority to the interactionist and the control groups on writing post-tests of the participants.
Following Lantolf (2005), the researchers of the present study believed that Dynamic Assessment (DA) has the potentials to enhance writing complexity, accuracy, and fluency (CAF) of EFL teachers within the classroom context.
The objectives of the study led the researchers to formulate the following research questions: RQ1: Is there any difference between the impacts of interactionist DA, interventionist DA, and non-DA approaches on the argumentative writings of EFL teachers?
The one-way ANOVA run on the writing post-test (Table 5) indicates a statistically significant difference among the groups, F (2, 63) = 8.
620 7 / As Table 9 shows, there is no statistically significant difference between the Non-DAG, IV-DAG, and IA-DAG regarding complexity in the writing post-test.
Second language development in writing: measures of fluency, accuracy, & complexity.