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The Impact of Interactionist Dynamic Assessment on Explanation Writing Ability of Intermediate EFL Learners

Received: 8 September 2016     Accepted: 21 September 2016     Published: 10 October 2016
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Abstract

Dynamic assessment is an approach based on sociocultural theory of mind aimed to combine instruction and assessment in which learners’ development is simultaneously assessed and improved with regard to their Zone of Proximal Development. This study aimed to integrate principles of dynamic assessment in providing feedback with process-genre approach to teach explanation genre writing. The participants of the study (N=10) were male and female students majoring English translation for BA degree at Chabahar Maritime University. The results of independent samples t-test showed that the learners who were exposed to interactionist approach of DA, performed better than the control group in posttest. Findings of the study suggested that providing feedback through negotiation let students understand their problem and remove them better.

Published in International Journal of Language and Linguistics (Volume 4, Issue 5)
DOI 10.11648/j.ijll.20160405.13
Page(s) 183-189
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2016. Published by Science Publishing Group

Keywords

Assessment for Learning, Formative Assessment, Dynamic Assessment, ZPD, Explanation Genre

References
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  • APA Style

    Hooshang Khoshsima, Amin Saed, Mohammad Mortazavi. (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

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    ACS Style

    Hooshang Khoshsima; Amin Saed; Mohammad Mortazavi. The Impact of Interactionist Dynamic Assessment on Explanation Writing Ability of Intermediate EFL Learners. Int. J. Lang. Linguist. 2016, 4(5), 183-189. doi: 10.11648/j.ijll.20160405.13

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    AMA Style

    Hooshang Khoshsima, Amin Saed, Mohammad Mortazavi. The Impact of Interactionist Dynamic Assessment on Explanation Writing Ability of Intermediate EFL Learners. Int J Lang Linguist. 2016;4(5):183-189. doi: 10.11648/j.ijll.20160405.13

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  • @article{10.11648/j.ijll.20160405.13,
      author = {Hooshang Khoshsima and Amin Saed and Mohammad Mortazavi},
      title = {The Impact of Interactionist Dynamic Assessment on Explanation Writing Ability of Intermediate EFL Learners},
      journal = {International Journal of Language and Linguistics},
      volume = {4},
      number = {5},
      pages = {183-189},
      doi = {10.11648/j.ijll.20160405.13},
      url = {https://doi.org/10.11648/j.ijll.20160405.13},
      eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijll.20160405.13},
      abstract = {Dynamic assessment is an approach based on sociocultural theory of mind aimed to combine instruction and assessment in which learners’ development is simultaneously assessed and improved with regard to their Zone of Proximal Development. This study aimed to integrate principles of dynamic assessment in providing feedback with process-genre approach to teach explanation genre writing. The participants of the study (N=10) were male and female students majoring English translation for BA degree at Chabahar Maritime University. The results of independent samples t-test showed that the learners who were exposed to interactionist approach of DA, performed better than the control group in posttest. Findings of the study suggested that providing feedback through negotiation let students understand their problem and remove them better.},
     year = {2016}
    }
    

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    AB  - Dynamic assessment is an approach based on sociocultural theory of mind aimed to combine instruction and assessment in which learners’ development is simultaneously assessed and improved with regard to their Zone of Proximal Development. This study aimed to integrate principles of dynamic assessment in providing feedback with process-genre approach to teach explanation genre writing. The participants of the study (N=10) were male and female students majoring English translation for BA degree at Chabahar Maritime University. The results of independent samples t-test showed that the learners who were exposed to interactionist approach of DA, performed better than the control group in posttest. Findings of the study suggested that providing feedback through negotiation let students understand their problem and remove them better.
    VL  - 4
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Author Information
  • English Language Department, Chabahar Maritime University, Chabahar, Iran

  • English Language Department, Chabahar Maritime University, Chabahar, Iran

  • English Language Department, Chabahar Maritime University, Chabahar, Iran

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