The Effect of Dynamic Assessment on EFL Process Writing: Content and Organization
Journal Title: International Research Journal of Applied and Basic Sciences - Year 2013, Vol 4, Issue 4
Abstract
This research aims at introducing a simple process and framework for teaching English writing to Iranian EFL intermediate learners based on the principle of Dynamic Assessment (DA). Boehner and Lantolf (2005) define dynamic assessment as the interaction between assessor as intervener and learner as active participant with the aim of making cognitive changes in the learner during the process of learning and assessing. DA is rooted in Vygotsky's zone of proximal development (ZPD), and it does not separate instruction form assessment. The teacher-student interaction and joint work carry students’ future improvement through their ZPD. Reflections and results of this research reiterate that the dialogic way of teaching is of great help in enhancing learners' writing interest and improving their writing competence.
Authors and Affiliations
Davoud Ghahremani| PhD holder in ELT from Islamic Azad University (Science and Research Branch). He is a member of faculty in Islamic Azad University (Garmsar Branch). His eras of interests are applied linguistics and testing., Rana Azarizad| Iran University of Science and Technology (Tehran- Iran).Rana.azarizad@gmail.com, Davoud Ghahremani| Islamic Azad University (Garmsar - Iran), Rana Azarizad| MA in ELT from Iran University of Science and Technology. She has been teaching General and Specialized English at both language school and Applied Sciences University. Her main areas of interest are teaching and testing.
Keywords
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