Dynamic assessment of writing ability in transcendence tasks based on Vygotskian perspective

Abstract This study aimed to investigate the dynamic assessment of writing proficiency in Iranian English learnersˊ writing ability in transcendence tasks based on Vygotskian perspective. The questions which this research intended to answer were: 1) Does dynamic assessment affect Iranian English lea...

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Main Authors: Parisa Farrokh, Ayda Rahmani
Format: Article
Language:English
Published: SpringerOpen 2017-09-01
Series:Asian-Pacific Journal of Second and Foreign Language Education
Subjects:
Online Access:http://link.springer.com/article/10.1186/s40862-017-0033-z
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spelling doaj-b1d1e84356de49a1988ac3244ca1eec82020-11-25T00:51:32ZengSpringerOpenAsian-Pacific Journal of Second and Foreign Language Education2363-51692017-09-012112310.1186/s40862-017-0033-zDynamic assessment of writing ability in transcendence tasks based on Vygotskian perspectiveParisa Farrokh0Ayda Rahmani1Department of English Translation, Lahijan Branch, Islamic Azad UniversityDepartment of English Translation, Lahijan Branch, Islamic Azad UniversityAbstract This study aimed to investigate the dynamic assessment of writing proficiency in Iranian English learnersˊ writing ability in transcendence tasks based on Vygotskian perspective. The questions which this research intended to answer were: 1) Does dynamic assessment affect Iranian English learners’ writing ability? 2) Do the results of dynamic Assessment differ from the results of a non – dynamic assessment? 3) If learners progress, are they able to maintain their improved performance in the transcendence tasks when the assessment context changes? To answer the questions, 60 learners were selected following an Oxford Placement Test, and then randomly divided into two groups, experimental and control. The experimental group received dynamic assessment based instruction while control group received a non-dynamic writing instruction. After eight sessions, both groups were post tested and underwent a static and a dynamic assessment. The results indicated the outperformance of the experimental group over the control one. After two weeks, the experimental group undertook two transcendence tasks in order to trace their growing proficiency in more difficult and to increase innovative tasks. Moreover, upon analyzing the protocols, an inventory of meditational moves was detected as a posterior. As the result, the study suggests the use of dynamic assessment as a development-oriented procedure to diagnose and develop the learnersˊ emerging abilities.http://link.springer.com/article/10.1186/s40862-017-0033-zDynamic assessmentMediationWriting proficiencyTranscendence
collection DOAJ
language English
format Article
sources DOAJ
author Parisa Farrokh
Ayda Rahmani
spellingShingle Parisa Farrokh
Ayda Rahmani
Dynamic assessment of writing ability in transcendence tasks based on Vygotskian perspective
Asian-Pacific Journal of Second and Foreign Language Education
Dynamic assessment
Mediation
Writing proficiency
Transcendence
author_facet Parisa Farrokh
Ayda Rahmani
author_sort Parisa Farrokh
title Dynamic assessment of writing ability in transcendence tasks based on Vygotskian perspective
title_short Dynamic assessment of writing ability in transcendence tasks based on Vygotskian perspective
title_full Dynamic assessment of writing ability in transcendence tasks based on Vygotskian perspective
title_fullStr Dynamic assessment of writing ability in transcendence tasks based on Vygotskian perspective
title_full_unstemmed Dynamic assessment of writing ability in transcendence tasks based on Vygotskian perspective
title_sort dynamic assessment of writing ability in transcendence tasks based on vygotskian perspective
publisher SpringerOpen
series Asian-Pacific Journal of Second and Foreign Language Education
issn 2363-5169
publishDate 2017-09-01
description Abstract This study aimed to investigate the dynamic assessment of writing proficiency in Iranian English learnersˊ writing ability in transcendence tasks based on Vygotskian perspective. The questions which this research intended to answer were: 1) Does dynamic assessment affect Iranian English learners’ writing ability? 2) Do the results of dynamic Assessment differ from the results of a non – dynamic assessment? 3) If learners progress, are they able to maintain their improved performance in the transcendence tasks when the assessment context changes? To answer the questions, 60 learners were selected following an Oxford Placement Test, and then randomly divided into two groups, experimental and control. The experimental group received dynamic assessment based instruction while control group received a non-dynamic writing instruction. After eight sessions, both groups were post tested and underwent a static and a dynamic assessment. The results indicated the outperformance of the experimental group over the control one. After two weeks, the experimental group undertook two transcendence tasks in order to trace their growing proficiency in more difficult and to increase innovative tasks. Moreover, upon analyzing the protocols, an inventory of meditational moves was detected as a posterior. As the result, the study suggests the use of dynamic assessment as a development-oriented procedure to diagnose and develop the learnersˊ emerging abilities.
topic Dynamic assessment
Mediation
Writing proficiency
Transcendence
url http://link.springer.com/article/10.1186/s40862-017-0033-z
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