The Comparative Effect of Dynamic vs. Diagnostic Assessment on EFL Learners’ Speaking ability
Subject Areas : Research in English Language Pedagogy
Neda Kazemi
1
(ELT Department, Karaj Branch, Islamic Azad University, Karaj, Iran)
Kobra Tavassoli
2
(ELT Department, Karaj Branch, Islamic Azad University, Karaj, Iran)
Keywords:
Abstract :
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 Unpublished MA thesis, Islamic Azad University, Karaj, Iran.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 (4th 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.