Beyond the Red Pen: Using Dynamic Assessment to Mediate Writing Mechanics Issues among ESL Learners
Article Sidebar
PDF downloads: 73
XML-Crossref downloads: 10
XML-DOAJ downloads: 6
Crossref Citations: 0
Main Article Content
Abstract
Introduction: Dynamic assessment has demonstrated effectiveness in enhancing writing skills among ESL learners and may be especially useful in the improvement of writing mechanics by enabling individualized mediation and adaptive instruction. The major objectives of the current study were to examine the effectiveness of dynamic assessment in reducing writing mechanics errors among Pakistani learners in their essay drafts. The study also explored how experimental group students perceive the mediational intervention and dynamic assessment as an alternative approach to static assessment in improving writing mechanics.
Methodology: To perform the study, a sequential explanatory design was used to explore the effect of dynamic assessment instruction on Pakistani ESL learners’ writing mechanics. The sequential explanatory design allowed us to understand the phenomenon under study more comprehensively by collecting both quantitative and qualitative data in sequence. The quantitative part of the study used an interventionist model, with a pretest-treatment-posttest design, while the qualitative part used semi-structured interviews. Following a quantitative test of the efficacy of treatment, the researchers interviewed the participants of the experimental group to investigate their perceptions of the mediation approach. The interviews were recorded, transcribed, and analyzed for recurring themes and sub-themes.
Results: The quantitative findings of this study confirmed the significant impact of dynamic assessment and were consistent with previous research reporting it as an effective approach to improving writing skills. Regarding the qualitative findings, dynamic assessment positively affected students’ writing mechanics. Students reported that dynamic assessment could reduce writing anxiety, enhance self-efficacy, and provide ample opportunities to learn from their errors.
Conclusion: The findings of the current study showed that the interaction between teachers and students during mediation significantly contributed to their writing development and helped them work toward self-regulation.
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
References
Afshari, H., Amirian, Z., & Tavakoli, M. (2020). Applying group dynamic assessment procedures to support EFL writing development: Learner achievement, learners’ and teachers’ perceptions. Journal of Writing Research, 11(3), 445-476. https://doi.org/10.17239/jowr-2020.11.03.02
Alkhudiry, R. (2022). The contribution of Vygotsky’s sociocultural theory in mediating L2 knowledge co-construction. Theory and Practice in Language Studies, 12(10), 2117-2123. https://doi.org/10.17507/tpls.1210.19
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(4), 465-483. https://doi.org/10.2307/328585
Aryadoust, V., & Riazi, M. (2017). Role of assessment in second language writing research and pedagogy. Educational Psychology, 37(1), 1-7. https://doi.org/10.1080/01443410.2016.1227089
Bukhari, S. H., & Mahmood, N. (2017). Challenges in assessment of L2 writing: Teachers’ perspectives in Pakistani universities. Journal of English for Academic Purposes, 29, 49-60.
Cho, H. (2018). The impact of form-focused instruction on L2 writing development: A meta-analysis. Journal of Second Language Writing, 42, 29-44.
Ebadi, S., Bashir, S. (2021). An exploration into EFL learners’ writing skills via mobile-based dynamic assessment. Education and Information Technologies, 26, 1995-2016. https://doi.org/10.1007/s10639-020-10348-4
Ebadi, S. & Rahimi, M. (2019) Mediating EFL learners’ academic writing skills in online dynamic assessment using Google Docs. Computer Assisted Language Learning, 32(5-6), 527-555. DOI: https://doi.org/10.1080/09588221.2018.1527362
Estaji, M., & Ameri, A. F. (2020). Dynamic assessment and its impact on pre-intermediate and high-intermediate EFL learners' grammar achievement. Cogent Education, 7(1), 1740040. https://doi.org/10.1080/2331186X.2020.1740040
Darus, S., & Ching, K. H. (2009) Common errors in written English essays of form one Chinese student: A case study. European Journal of Social Sciences, 10(2), 242-253.
Fareed, M., Khan, I., & Akhtar, H. (2021). The causes of English writing anxiety among Pakistani ESL students: Perceptions of teachers and students. Pakistan Journal of Humanities and Social Sciences, 9(1), 21-27. https://doi.org/10.52131/pjhss.2021.0901.0109
Gupta, A. (2009). Vygotskian perspectives on using dramatic play to enhance children’s development and balance creativity with structure in the early childhood classroom. Early Child Development and Care, 179(8), 1041-1054. https://doi.org/10.1080/03004430701731654
Husna, L. (2017). An analysis of students’ writing skill in descriptive text at grade X1 IPA 1 of MAN 2 Padang. Jurnal Ilmiah Pendidikan Scholastic, 1(1), 16-28. https://doi.org/10.36057/jips.v1i1.281
Imran, M. K., & Abbas, T. (2019). Moving beyond product-based writing assessment in Pakistani classrooms. English Teaching: Practice and Critique, 18(1), 93-107.
Jaramillo, J. A. (1996). Vygotsky’s sociocultural theory and contributions to the development of constructivist curricula. Education, 117(1), 133-141.
Kazemi, A., Bagheri, M. S., & Rassaei, E. (2020). Dynamic assessment in English classrooms: Fostering learners’ reading comprehension and motivation. Cogent Psychology, 7(1), 1788912. DOI: https://doi.org/10.1080/23311908.2020.1788912
Khoshsima, H., & Banaruee, H. (2017). L1 interfering and L2 developmental writing errors among Iranian EFL learners. European Journal of English Language Teaching, 2(4), 1-15. https://oapub.org/edu/index.php/ ejel/article/view/790/2247
Khoshsima, H., Saed, A., & Mortazavi, M. (2016). The impact of interactionist dynamic assessment on explanation writing ability of intermediate EFL learners. International journal of language and linguistics, 4(5), 183-189. https://doi.org/10.11648/j.ijll.20160405.13
Lantolf, J. P. (2011). Dynamic assessment: Bringing the past into the future. Language Teaching, 44(3), 309-315.
Lantolf, J. P., Thorne, S. L., & Poehner, M. E. (2015). Sociocultural theory and second language development. In B. Van Patten & J. Williams (Eds.), Theories in second language acquisition: An introduction (pp. 207–226).
Lantolf J. P., & Poehner, M. E. (2004). Dynamic assessment of L2 development: Bringing the past into the future. Journal of Applied Linguistics, 1(1), 49-72. https://doi.org/10.1558/japl.v1.i1.49
Leijten, M., & Van Waes, L. (2013). Analyzing the writing process: An introduction. Analyzing and Modeling The Writing Process.
Mahdavi, M. (2014). The effect of dynamic assessment on essay writing ability of Iranian EFL learners: A gender related study. [M.A. Thesis Eastern Mediterranean University]. http://i-rep.emu.edu.tr:8080/jspui/handle/11129/1657
Mallahi, O. (2022). Investigating the moves and problems of Iranian EFL learners while writing summaries in academic contexts. Language Teaching Research Quarterly, 28, 1-30. https://files.eric.ed.gov/fulltext/EJ1360922.pdf
Matsuda, P. K., & Tardy, C. M. (2017). Teaching composition/teaching writing: Recurring issues and renewed debates.
Mauludin, L. A., & Ardianti, T. M. (2017). The role of dynamic assessment in EFL writing class. Journal of English Language, Literature, and Teaching, 1(2), 82-93. https://core.ac.uk/download/pdf/228481175.pdf
Naeini, J., & Duvall, E. (2012). Dynamic assessment and the impact on English language learners' reading comprehension performance. Language Testing in Asia, 2(22), 22-41. https://link.springer.com/content/pdf/10.1186/2229-0443-2-2-22.pdf
Patang, H., Machmoed, H., & Nasmilah. (2020). Promoting autonomous language learners through lesson study program: Vigotsky’s social constructivism perspective. ELS Journal on Interdisciplinary Studies in Humanities, 3(4), 572-581. https://doi.org/10.34050/elsjish.v3i4.12338
Poehner, M. E., & Lantolf, J. P. (2005). Dynamic assessment in the
language classroom. Language Teaching Research, 9(3), 233-265. https://doi.org/10.1191/1362168805lr166oa
Poehner, M.E. ( 2008). Dynamic assessment: A Vygotskian approach to understanding and promoting second language development. Springer.
Poehner, M. E., & Wang, Z. (2021). Dynamic assessment and second language development. Language Teaching, 54(4), 472-490. https://doi.org/10.1017/S0261444820000555
Rashidi, N., & Bahadori Nejad, Z. (2018). An investigation into the effect of dynamic assessment on the EFL learners’ process writing development. Sage Open, 8(2), 1-14. https://doi.org/10.1177/2158244018784643
Sarwar, M. (2019). Exploring writing assessment practices in Pakistani universities: A mixed-methods approach. Journal of Language Assessment and Evaluation, 1(1), 67-93.
Shrestha, P., & Coffin, C. (2012) Dynamic assessment, tutor mediation and academic writing development, Assessing Writing, 17(1), 55-70. https://doi.org/10.1016/j.asw.2011.11.003
Uddin, A., & Akhtar, M. A. (2020). Writing assessment in Pakistan: Practices, challenges, and implications. Assessment in Education: Principles, Policy & Practice, 27(5), 561-577.
Xian, L. (2020). The effectiveness of dynamic assessment in linguistic accuracy in EFL writing: An investigation assisted by online scoring systems. Language Teaching Research Quarterly, 18, 98-114. https://files.eric.ed.gov/fulltext/EJ1270037.pdf
Xi, J., & Lantolf, J. P. (2021). Mediation and the zone of proximal development: A problematic relationship. Journal for the Theory of Social Behaviour, 51(1), 25-48. https://doi.org/10.1111/jtsb.12260
Zafar, A. (2016). Error analysis: A tool to improve English skills of undergraduate students. Procedia-Social and Behavioral Sciences, 217, 697-705. https://doi.org/10.1016/j.sbspro.2016.02.122
Zhang, M. (2018). Collaborative writing in the EFL classroom: The effects of L1 and L2 use. System, 76, 1-12. https://doi.org/10.1016/j.system.2018.04.009