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Incorporation of Dynamic Assessment Models into Developing Language Awareness and Metacognitive Strategy Use in Writing Classes

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Bibliographic Details
Title: Incorporation of Dynamic Assessment Models into Developing Language Awareness and Metacognitive Strategy Use in Writing Classes
Authors: Samaneh Khodabakhsh, Gholam-Reza Abbasian, Mojgan Rashtchi
Source: Journal of Modern Research in English Language Studies, Vol 5, Iss 4, Pp 55-79 (2018)
Publisher Information: Imam Khomeini International University, Qazvin,, 2018.
Publication Year: 2018
Collection: LCC:English language
Subject Terms: Interventionist Dynamic Assessment, Interactionist Dynamic Assessment, writing skill, Language Awareness, Metacognitive Strategy Use, English language, PE1-3729
Description: Dynamic Assessment (DA) has become a growing trend in education in general and language education in particular. The present mixed-methods study aimed at implementing two different models of DA known as the interventionist and the interactionist models regarding developing EFL learners’ level of language awareness (LA) and metacognitive strategy use (MSU) in the process of writing instruction. The participants of the study included 60 Iranian undergraduate students majoring in English Translation Studies. Quantitative analysis of the data revealed that the participants in the experimental groups were able to gain higher levels of LA than their control group counterparts; however, both interventionist and interactionist models of DA entailed relatively similar effects. In the case of MSU, the results showed that neither the interventionist nor the interactionist models of DA of writing resulted in higher levels of MSU. Nevertheless, during the qualitative phase (i.e., interviews analysis) most of the participants in the experimental groups reported some changes in their LA and MSU as a result of DA. The results of the study can shed light on some aspects of integrating DA in English as a foreign language (EFL) education in terms of not only skill development but also cognitive and personality changes.The findings can bear lucrative insights for various practitioners ranged from classroom teachers and EFL researchers to those who are involved in strategic education.
Document Type: article
File Description: electronic resource
Language: English
ISSN: 2676-5357
Relation: http://jmrels.journals.ikiu.ac.ir/article_1697_1ed6ad2a6f24e434a8c88924f9bbdbb0.pdf; https://doaj.org/toc/2676-5357
DOI: 10.30479/jmrels.2019.10826.1353
Access URL: https://doaj.org/article/c8e356fbd65f41699a7ae2c5c86b54ba
Accession Number: edsdoj.8e356fbd65f41699a7ae2c5c86b54ba
Database: Directory of Open Access Journals
Description
Abstract:Dynamic Assessment (DA) has become a growing trend in education in general and language education in particular. The present mixed-methods study aimed at implementing two different models of DA known as the interventionist and the interactionist models regarding developing EFL learners’ level of language awareness (LA) and metacognitive strategy use (MSU) in the process of writing instruction. The participants of the study included 60 Iranian undergraduate students majoring in English Translation Studies. Quantitative analysis of the data revealed that the participants in the experimental groups were able to gain higher levels of LA than their control group counterparts; however, both interventionist and interactionist models of DA entailed relatively similar effects. In the case of MSU, the results showed that neither the interventionist nor the interactionist models of DA of writing resulted in higher levels of MSU. Nevertheless, during the qualitative phase (i.e., interviews analysis) most of the participants in the experimental groups reported some changes in their LA and MSU as a result of DA. The results of the study can shed light on some aspects of integrating DA in English as a foreign language (EFL) education in terms of not only skill development but also cognitive and personality changes.The findings can bear lucrative insights for various practitioners ranged from classroom teachers and EFL researchers to those who are involved in strategic education.
ISSN:26765357
DOI:10.30479/jmrels.2019.10826.1353