The Effect of Mobile-mediated Dynamic Assessment on EFL Learners’ L2 Vocabulary Knowledge
الموضوعات : Research in English Language PedagogyAfrooz Rezaei 1 , Fatemeh Behjat 2 , Mohammad Sadegh Bagheri 3
1 - Department of English, Shiraz Branch, Islamic Azad University, Shiraz, Iran
2 - Department of English, Abadeh Branch, Islamic Azad University, Abadeh, Iran
3 - Department of English, Shiraz Branch, Islamic Azad University, Shiraz, Iran
الکلمات المفتاحية: MALL, Zone of actual development, Dynamic Assessment, L2 Vocabulary, EFL learners,
ملخص المقالة :
This study examined the effect of mobile-mediated dynamic assessment (DA) to enhance English as a foreign language (EFL) learners’ vocabulary learning. To this end, 78 pre-intermediate level EFL learners learning English at a language institute were selected based on their availability to the researcher. The participants were randomly assigned to three equal groups (one control and two experimental). Next, the vocabulary pre-test was conducted for all participants to observe their development throughout the instruction. WhatsApp was used in one of the experimental groups (mobile-mediated DA), and 26 students entered a talk group where DA was applied. The second experimental group received DA in class (in-class DA). The control group assessed the participants’ zone of actual development (ZAD) at various points in the course. Concerning the experimental groups, a scale of prompts was used to mediate the learning process when students made an error, and the researcher acted as a mediator. The results showed that mobile-mediated DA was successful in enhancing EFL students’ vocabulary learning. Moreover, a reduction in the prompt's mean score at the end of the course suggested that fewer prompts were required to divert the participants’ attention to the error. The findings of this study can lead to a better understanding of the pedagogical importance of mobile-mediated DA.
Alemi, M., Sarab, M. R. A., & Lari, Z. (2012). Successful learning of academic word list via MALL: Mobile assisted language learning. International Education Studies, 5(6), 99-109.
Ally, M. (2008). Nomadicity and information access: The mobile digital library for people on the move. In Needham, G. & Ally, M. (Eds.), M-Libraries: Libraries on the move to provide virtual access. London: Facet, 37-46.
Andujar, A. (2020). Mobile-mediated dynamic assessment: A new perspective for second language development. ReCALL, 32(2), 178-194. doi:10.1017/S0958344019000247
Ebadi, S., & Bashir, S. (2021). An exploration into EFL learners’ writing skills via mobile-based dynamic assessment. Education and Information Technologies, 26(2), 1995-2016. doi:10.1007/s10639-020-10348-4
Feuerstein, R., Feuerstein, R. S., Falik, L. H., & Rand, Y. (2003). Dynamic assessment of cognitive modifiability: The learning propensity assessment device: Theory, instruments, and techniques. ICELP Press.
Iwashita, N. (2003). Negative feedback and positive evidence in task-based interaction: Differential effects on L2 development. Studies in Second Language Acquisition, 25(1), 1-36. doi:10.1017/S0272263103000019
Kukulska-Hulme, A. (2009). Will mobile learning change language learning? ReCALL, 21(2), 157-165. doi:10.1017/ S0958344009000202
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. doi:10.1558/japl.1.1.49.55872
Lantolf, J. P., & Poehner, M. E. (2007). Dynamic assessment. In Shohamy, E. & Hornberger, N. H. (Eds.), Encyclopedia of language and education( Vol. 7, pp.273-284). Language testing and assessment. Springer. doi:10.1007/ 978-3-319-02261-1_18
Lantolf, J. P., & Poehner, M. E. (2011). Dynamic assessment in the classroom: Vygotskian praxis for second language development. Language Teaching Research, 15(1), 11-33. doi:10.1177/1362168810383328
Lidz, C. S., & Gindis, B. (2003) Dynamic assessment of the evolving cognitive functions in children. In A. Kozulin, V. S. Ageev, S. Miller & B. Gindis (eds.) Vygotsky’s educational theory in cultural context (pp. 99-116). Cambridge University Press.
Long, M. H. (1996). The role of the linguistic environment in second language acquisition. In Ritchie, W. C. & Bhatia, T. K. (eds.), Handbook of research on second language acquisition. Academic Press, 413-469. doi: 10.1016/ B978-012589042-7/50015-3
Poehner, M. E. (2007). Beyond the test: L2 Dynamic Assessment and the transcendence of mediated learning. The Modern Language Journal, 91(3), 323–340. doi:10.1111/j.1540-4781.2007.00583.x
Poehner, M. E. (2008). Dynamic assessment: A Vygotskian approach to understanding and promoting second language development. Springer
Poehner, M. E., & Lantolf, J. P. (2005). Dynamic assessment in the language classroom. Language Teaching Research, 9(3), 233-265. doi:10.1191/1362168805lr166oa
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(4), 312-330. doi:10.1080/10749030903338509
Poehner, M. E., Davin, K. J., & Lantolf, J. P. (2017). Dynamic assessment. In Shohamy, E., Lair, G. & May, S. (eds.), Language, testing, and assessment: Encyclopedia of language and education (3rd ed.). Cham: Springer, 243-256. doi.:10.1007/978-3-319-02261-1_18
Poehner, M. E., Zhang, J., & Lu, X. (2015). Computerized dynamic assessment (C-DA): Diagnosing L2 development according to learner responsiveness to mediation. Language Testing, 32(3), 337-357. doi:10.1177/0265532214560390
Rezaee, A. A., Alavi, S. M., & Razzaghifard, P. (2020). Mobile-based dynamic assessment and the development of EFL students' oral fluency. International Journal of Mobile Learning and Organisation, 14(4), 511-532. doi:10.1504/IJMLO.2020.110789
Samaie, M., Mansouri Nejad, A., & Qaracholloo, M. (2018). An inquiry into the efficiency of WhatsApp for self‐and peer-assessment of oral language proficiency. British Journal of Educational Technology, 49(1), 111-126. doi:10.1111/bjet.12519
Singh, H. K. D., Lim, T. M., Woo, T. K., & Fadzil, M. (2018). Mobile learning support to distance learners: Using WhatsApp messenger. In K. C. Li, K. S. Yuen, & B. T. Wong (Eds.), Innovations in open a flexible education. Singapore
Thornton, P., & Houser, C. (2005). Using mobile phones in English education in Japan. Journal of computer-assisted learning, 21(3), 217-228. doi.:10.1111/j.1365-2729.2005.00129.x
Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Yang, Y. & Qian, D. D. (2019). Promoting L2 English learners’ reading proficiency through computerized dynamic assessment. Computer Assisted Language Learning, 1-25. doi:10.1080/09588221.2019.1585882
Zhang, H., Song, W., & Burston, J. (2011). Reexamining the effectiveness of vocabulary learning via mobile phones. Turkish Online Journal of Educational Technology-TOJET, 10(3), 203-214.
