Diagnostic Assessment and Remedial Instruction in Improving L2 learners’ Writing Ability
محورهای موضوعی : نشریه تخصصی زبان، فرهنگ، و ترجمه (دوفصلنامه)
Zohre Jarrahzade
1
,
Kobra Tavassoli
2
,
Fateme Nikmard
3
1 - English Translation and Teaching Department, Karaj Branch, Islamic Azad University, Karaj, Iran
2 - English Translation and Teaching Department, Karaj Branch, Islamic Azad University, Karaj, Iran
3 - English Translation and Teaching Department, Karaj Branch, Islamic Azad University, Karaj, Iran
کلید واژه: Diagnostic assessment, Feedback, L2 learners, Remedial instruction, Writing ability,
چکیده مقاله :
This mixed-methods research was carried out to investigate the impact of diagnostic assessment and remedial instruction to improve second/foreign language (L2) learners’ writing ability and to shed light on their perceptions towards these techniques. For this purpose, after administering the Oxford Quick Placement Test (OQPT), 60 lower-intermediate L2 learners were selected and randomly assigned into an experimental and a control group. The groups took the writing pretest and then participated in writing classes. However, only the experimental group received the diagnostic assessment and remedial instruction on their writing. At the end, both groups took the writing posttest. The researchers also developed a checklist with 20 yes/no items. They asked the participants to respond to the items based on their experience of dealing with diagnostic assessment and remedial instruction. Moreover, seven experimental group participants participated in a semi-structured interview to identify their perceptions of diagnostic assessment and remedial instruction. The results of a repeated-measures two-way ANOVA revealed the considerable outperformance of the experimental group. Furthermore, the analysis of the L2 learners’ responses to the checklist and interviews indicated that they had positive perceptions of using diagnostic assessment and remedial instruction in improving L2 learners’ writing ability.
This mixed-methods research was carried out to investigate the impact of diagnostic assessment and remedial instruction to improve second/foreign language (L2) learners’ writing ability and to shed light on their perceptions towards these techniques. For this purpose, after administering the Oxford Quick Placement Test (OQPT), 60 lower-intermediate L2 learners were selected and randomly assigned into an experimental and a control group. The groups took the writing pretest and then participated in writing classes. However, only the experimental group received the diagnostic assessment and remedial instruction on their writing. At the end, both groups took the writing posttest. The researchers also developed a checklist with 20 yes/no items. They asked the participants to respond to the items based on their experience of dealing with diagnostic assessment and remedial instruction. Moreover, seven experimental group participants participated in a semi-structured interview to identify their perceptions of diagnostic assessment and remedial instruction. The results of a repeated-measures two-way ANOVA revealed the considerable outperformance of the experimental group. Furthermore, the analysis of the L2 learners’ responses to the checklist and interviews indicated that they had positive perceptions of using diagnostic assessment and remedial instruction in improving L2 learners’ writing ability.
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