Interventionist vs. interactionist models of dynamic assessment (DA) in the EFL classroom: impacts on speaking accuracy and fluency (SAF), foreign language classroom anxiety (FLCA), and foreign language learning motivation (FLLM)
Abstract In spite of their pivotal role in language learning, psychological variables involved in language learning have received less attention in empirical research. Therefore, this paper tried to inspect the effects of interventionist DA, interactionist DA, and non-DA on EFL students’ SAF, FLCA,...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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SpringerOpen
2022-10-01
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| Series: | Language Testing in Asia |
| Subjects: | |
| Online Access: | https://doi.org/10.1186/s40468-022-00195-0 |
| _version_ | 1811200879091515392 |
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| author | Mahyudin Ritonga Fariba Farhangi Bemnet Ajanil Ayman Farid Khafaga |
| author_facet | Mahyudin Ritonga Fariba Farhangi Bemnet Ajanil Ayman Farid Khafaga |
| author_sort | Mahyudin Ritonga |
| collection | DOAJ |
| description | Abstract In spite of their pivotal role in language learning, psychological variables involved in language learning have received less attention in empirical research. Therefore, this paper tried to inspect the effects of interventionist DA, interactionist DA, and non-DA on EFL students’ SAF, FLCA, and FLLM. To achieve this goal, 78 respondents were chosen and randomly separated into three groups: EG1 (interactionist DA), EG2 (interventionist DA), and CG (non-DA). Before starting the treatment, the participants’ SAF, FLCA, and FLCM were checked through three related pretests. As the treatment, the non-DA students were given specific topics, and they were asked to discuss them without any DA-oriented interventions. The EG1 was evaluated and provided with the needed help by interaction-oriented DA techniques, whereas the EG2 was trained by DA-oriented instruction following Lantolf and Poehner’s (Language Teaching Research 15: 11–33, 2011) scales to measure and aid the students’ speaking ability in their discussions. At the end of the study, the post-tests of SAF, FLCA, and FLLM were administered to check the impacts of the treatment. Analyzing the data through one-way ANOVA tests, it was revealed the two models of DA (i.e., interactionist and interventionist) had a significant positive effect on EFL learners’ SAF. Moreover, it was revealed that both DA models not only increased the EFL learners’ motivation but also lowered their FLCA. This research has multiple implications for both EFL learners and teachers. |
| first_indexed | 2024-04-12T02:11:05Z |
| format | Article |
| id | doaj.art-51e79545acee4e85873a41c95d50734b |
| institution | Directory Open Access Journal |
| issn | 2229-0443 |
| language | English |
| last_indexed | 2024-04-12T02:11:05Z |
| publishDate | 2022-10-01 |
| publisher | SpringerOpen |
| record_format | Article |
| series | Language Testing in Asia |
| spelling | doaj.art-51e79545acee4e85873a41c95d50734b2022-12-22T03:52:23ZengSpringerOpenLanguage Testing in Asia2229-04432022-10-0112112110.1186/s40468-022-00195-0Interventionist vs. interactionist models of dynamic assessment (DA) in the EFL classroom: impacts on speaking accuracy and fluency (SAF), foreign language classroom anxiety (FLCA), and foreign language learning motivation (FLLM)Mahyudin Ritonga0Fariba Farhangi1Bemnet Ajanil2Ayman Farid Khafaga3Muhammadiyah University of West SumatraDepartment of English Language and Literature, Khazar UniversityBahir Dar UniversityDepartment of English, College of Science and Humanities, Prince Sattam Bin Abdulaziz UniversityAbstract In spite of their pivotal role in language learning, psychological variables involved in language learning have received less attention in empirical research. Therefore, this paper tried to inspect the effects of interventionist DA, interactionist DA, and non-DA on EFL students’ SAF, FLCA, and FLLM. To achieve this goal, 78 respondents were chosen and randomly separated into three groups: EG1 (interactionist DA), EG2 (interventionist DA), and CG (non-DA). Before starting the treatment, the participants’ SAF, FLCA, and FLCM were checked through three related pretests. As the treatment, the non-DA students were given specific topics, and they were asked to discuss them without any DA-oriented interventions. The EG1 was evaluated and provided with the needed help by interaction-oriented DA techniques, whereas the EG2 was trained by DA-oriented instruction following Lantolf and Poehner’s (Language Teaching Research 15: 11–33, 2011) scales to measure and aid the students’ speaking ability in their discussions. At the end of the study, the post-tests of SAF, FLCA, and FLLM were administered to check the impacts of the treatment. Analyzing the data through one-way ANOVA tests, it was revealed the two models of DA (i.e., interactionist and interventionist) had a significant positive effect on EFL learners’ SAF. Moreover, it was revealed that both DA models not only increased the EFL learners’ motivation but also lowered their FLCA. This research has multiple implications for both EFL learners and teachers.https://doi.org/10.1186/s40468-022-00195-0DAInteractionist DAInterventionist DASpeaking accuracySpeaking fluencyFLCA |
| spellingShingle | Mahyudin Ritonga Fariba Farhangi Bemnet Ajanil Ayman Farid Khafaga Interventionist vs. interactionist models of dynamic assessment (DA) in the EFL classroom: impacts on speaking accuracy and fluency (SAF), foreign language classroom anxiety (FLCA), and foreign language learning motivation (FLLM) Language Testing in Asia DA Interactionist DA Interventionist DA Speaking accuracy Speaking fluency FLCA |
| title | Interventionist vs. interactionist models of dynamic assessment (DA) in the EFL classroom: impacts on speaking accuracy and fluency (SAF), foreign language classroom anxiety (FLCA), and foreign language learning motivation (FLLM) |
| title_full | Interventionist vs. interactionist models of dynamic assessment (DA) in the EFL classroom: impacts on speaking accuracy and fluency (SAF), foreign language classroom anxiety (FLCA), and foreign language learning motivation (FLLM) |
| title_fullStr | Interventionist vs. interactionist models of dynamic assessment (DA) in the EFL classroom: impacts on speaking accuracy and fluency (SAF), foreign language classroom anxiety (FLCA), and foreign language learning motivation (FLLM) |
| title_full_unstemmed | Interventionist vs. interactionist models of dynamic assessment (DA) in the EFL classroom: impacts on speaking accuracy and fluency (SAF), foreign language classroom anxiety (FLCA), and foreign language learning motivation (FLLM) |
| title_short | Interventionist vs. interactionist models of dynamic assessment (DA) in the EFL classroom: impacts on speaking accuracy and fluency (SAF), foreign language classroom anxiety (FLCA), and foreign language learning motivation (FLLM) |
| title_sort | interventionist vs interactionist models of dynamic assessment da in the efl classroom impacts on speaking accuracy and fluency saf foreign language classroom anxiety flca and foreign language learning motivation fllm |
| topic | DA Interactionist DA Interventionist DA Speaking accuracy Speaking fluency FLCA |
| url | https://doi.org/10.1186/s40468-022-00195-0 |
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