Exploring the Effects of Teaching Students Dynamic Assessment for Appropriation in Group Learner-Learner English Discussion
In conversational interaction for language learning, dynamic assessment involves an expert’s strategic use of feedback and assessment with the goal of mediating a learner’s autonomous development. Traditionally a trained teacher's tool, dynamic assessment was taught to Japanese university stude...
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| Format: | Article |
| Language: | English |
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Cranmore Publishing
2020-01-01
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| Series: | International Journal of TESOL Studies |
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| Online Access: | https://www.tesolunion.org/attachments/files/EODC5FN2Y34YZI3ENTAW9NDM5ENZG1EZDLK4M2ZI4YMNK4MMQ1FMJA0AMMI3FYWZH6NTVLCZGVI9Y2JI9YZLMAZGMXCLJY2COTI0CODQ3DLJAY.pdf |
| Summary: | In conversational interaction for language learning, dynamic assessment involves an expert’s strategic use of feedback and assessment with the goal of mediating a learner’s autonomous development. Traditionally a trained teacher's tool, dynamic assessment was taught to Japanese university students for use in learner-learner group conversational interaction in pursuit of two main goals: to describe the occurrence rate of learner implemented dynamic assessment and to describe usage in relation to mediation and scaffolding. Quantitative results show that, following instruction, learners did not often use dynamic assessment for the purpose of mediation. Analysis of transcripts suggests that learners used dynamic assessment to scaffold task resolution rather than mediating development. Together these results shed light on the extent to which dynamic assessment can be effectively taught to and appropriated by learners for the purposes of scaffolding and mediation. |
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| ISSN: | 2632-6779 2633-6898 |