The Comparative Effect of Dynamic vs. Diagnostic Assessment on EFL Learners’ Speaking ability

Subject Areas : Research in English Language Pedagogy

Neda Kazemi ¹ , Kobra Tavassoli ²

1 - ELT Department, Karaj Branch, Islamic Azad University, Karaj, Iran
2 - ELT Department, Karaj Branch, Islamic Azad University, Karaj, Iran

Received: 2019-09-11 Accepted : 2019-12-04 Published : 2020-09-01

Keywords: Dynamic Assessment, Assessment, Diagnostic assessment, EFL learners, speaking ability,

Abstract :

There has been a growing interest in the implementation of different types of assessment, including dynamic and diagnostic, in L2 settings recently. Accordingly, this study tried to explore the effectiveness of dynamic and diagnostic assessment on improving EFL learners’ speaking ability. To this end, 82 intermediate-level EFL learners were selected based on their performance on IELTS (2016). The participants were then divided into three groups of dynamic assessment, diagnostic assessment, and control. In the dynamic group, the students received three speaking tests in the form of test-mediation-retest; in the diagnostic group, the participants received the same three speaking tests and feedback on their problems; and the learners in the control group went through the routine of speaking courses by focusing on the same three speaking tests. The speaking pretest and posttest were recorded and scored by two raters as well. To answer the research questions, a repeated-measures two-way ANOVA was run. The results showed an improvement in the three groups’ performance from pretest to posttest. More specifically, the diagnostic and dynamic assessment groups showed a significant improvement, however, the difference in their progress was not significant. Conclusions and pedagogical implications of the study are further explained.

References:

Alderson, J.C. & Huhta, A. (2011). Can research into the diagnostic testing of reading in a second or foreign language contribute to SLA research? In L. Roberts, G. Pallotti, & C. Bettoni (Eds.), EUROSLA Yearbook 11 (pp.30-52). John Benjamins.

Ardin, M. (2017). The effect of diagnostic assessment vs. dynamic assessment on EFL learners’ performance on descriptive and narrative writing. Unpublished MA thesis, Islamic Azad University, Karaj, Iran.

Cross, C.T. (1990). National goals: Four priorities for educational researchers. Educational Researcher, 19(8),21-24.

Ebadi, S. & Asakereh, A. (2017). Developing EFL learners’ speaking skills through dynamic assessment: A case of a beginner and an advanced learner. Cogent Education, 4(1), 1419796. https://doi.org/10.1080/2331186X.2017.1419796.

Fulcher, G. & Davidson, F. (2006). Language testing and assessment: An advanced resource book. London and New York: Routledge.

Ghonsooly, B. & Hassanzadeh, T. (2019). Effect of interactionist dynamic assessment on English vocabulary learning: Cultural perspectives in focus. Issues in Educational Research, 29(1), 70-88. http://www.iier.org.au/iier29/ghonsooly.pdf.

Gipps, C. (1994). Beyond testing: Towards a theory of educational assessment. London: Falmer.

Harper, D. (2010). Online etymology dictionary. Retrieved, July 1, 2014 from www.etymonline.com. 

Hattie, J. & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112. doi:10.3102/003465430298487.

Haywood, H.C. & Lidz, C.S. (2007). Dynamic assessment in practice: Clinical and educational applications. New York: Cambridge University Press.

Jang, E.E. & Wagner, M. (2014). Diagnostic feedback in the classroom. In A.J. Kunnan (Ed.), The companion to language assessment. Volume II: Approaches and development (pp.157-175). John Wiley & Sons, Inc.

Kamali, M., Abbasi, M., & Sadighi, F. (2018). The effect of dynamic assessment on L2         grammar acquisition by Iranian EFL learners. International Journal of Education & Literacy Studies, 6(1), 72-78.

Lidz, C.S. (1987). Historical perspectives. In C.S. Lidz (Ed.), Dynamic assessment: An interactional approach to evaluating learning potential (pp.3-34). New York: Guilford Press.

Lumettu, A. & Runtuwene, T.L. (2018). Developing the students’ English speaking ability through impromptu speaking method. Journal of Physics Conference Series, 953(1). doi: 10.1088/1742-6596/953/1/012035.

Mazloomi, S. & Khabiri, M. (2016). Diagnostic assessment of writing through dynamic self-assessment. International Journal of English Linguistics, 6(6), 19-31. doi: 10.5539/ijel.v6n6p19.

Mohammadi, M. & Enayati, B. (2018). The effects of lexical chunks teaching on EFL
intermediate learners’ speaking fluency. International Journal of Instruction, 11(3),
179-192.

Nikmard, F. (2017). The effect of diagnostic assessment vs. dynamic assessment on EFL learners’ performance on selective and productive reading comprehension tasks. Unpublished MA thesis, Islamic Azad University, Karaj, Iran.

Nunan, D. (1991). Language teaching methodology: A textbook for teachers. New York: Prentice Hall.

Pallant, J. (2011). SPSS survival manual: A step by step guide to data analysis using SPSS for windows (4^th ed.). Crows Nest NSW 2065 Australia.

Poehner, M.E. (2008). Dynamic assessment: A Vygotskian approach to understanding and promoting second language development. Berlin: Springer.

Poehner, M.E. & Lantolf, J.P. (2010). Vygotsky’s teaching-assessment dialectic and L2 educa­tion: The case for dynamic assessment. Mind, Culture, and Activity, 17, 312-330.

Sternberg, R.J. & Grigorenko, E.L. (2002). Dynamic testing: The nature and measurement of learning potential. Cambridge: Cambridge University Press.

Tan P.L., Lim C.S., & Kee K.L. (2017). Diagnosing primary pupils’ learning of the concept of after in the topic time through knowledge states by using cognitive diagnostic assessment. Malaysian Journal of Learning and Instruction (MJLI), 14(2), 145-175.

Tavassoli, K., & Nikmard, F. (2019). The effect of dynamic assessment on EFL learners’ performance on selective and productive reading comprehension tasks. Journal of Foreign Language Research (JFLR), 9(2), 445-478.

Zandi, G. (2017). The effect of diagnostic assessment vs. dynamic assessment on EFL learners’ performance on selective and productive listening comprehension tasks. Unpublished MA thesis, Islamic Azad University, Karaj, Iran.