Impact of Dynamic Assessment on the Writing Performance of English as Foreign Language Learners in Asynchronous Web 2.0 and Face-to-face Environments

Subject Areas : All areas of language and translation

Zohreh Zafarani ¹ , Parviz Maftoon ²

1 - English Department College of Foreign Languages and Literature Science and Research Branch Islamic Azad University Tehran, Iran
2 - Department of English College of Foreign Languages and Literature Science and Research Branch Islamic Azad University Tehran Iran

Received: 2018-10-03 Accepted : 2018-10-03 Published : 2018-04-01

Keywords:

References:

Ableeva, R. (2010). Dynamic assessment of listening comprehension in second language learning. Pennsylvania State University, Pennsylvania Retrieved from https://etda.libraries.psu.edu/files/final_submissions/5374

Akcay, A., & Arslan, A. (2010). The using of blogs in Turkish education. Procedia Social and Behavioral Sciences, 2(2), 1195-1199.

Alavi, M.S., & Taghizadeh, M. (2014). Dynamic assessment of writing: the impact of implicit/explicit mediations on L2 learners' internalization of writing skills and starategies. Educational Assessment, 19 (16), 335-378.

Aljaafreh, A., & Lantolf, J. P. (1994). Negative feedback as regulation and second language learning in the zone of proximal development. The Modern Language Journal, 78(4), 465-483.

Beauvois, M. H. (1997). High-tech, high-touch: From discussion to composition in the networked classroom. Computer Assisted Language Learning, 10(1), 57-69.

Birjandi, P. & Ebadi, S. (2012). Microgenesis in dynamic assessment of L2 learners’ sociocognitive development via web 2.0. Procedia Social and Behavioral Sciences, 32, 34-39.

Chafe, W. L. (1980). The deployment of consciousness in the production of narrative. In W. L. Chafe (Ed.), The pear stories: Cognitive, cultural and linguistic aspects of narrative production (pp. 9-50). NJ: Norwood.

Grabe, W., & Kaplan, R. B. (1996). Theory and Practice of Writing. United States of America: Addison Wesley Longman Limited.

Hildyard, A., & Hidi, S. (1985). The production and recall of narratives. In D. R. Olson, N. Torrance, & A. Hildyard (Eds.), Literacy, language, and learning: The nature and consequences of reading and writing (pp. 285-306). Cambridge: Cambridge University Press.

Hunt, K. W. (1965). Grammatical structures written at three grade levels. IL: Champaign.

Kyle, K., & Crossley, S. A. (2014). Automatically assessing lexical sophistication: Indices, tools, findings, and application. TESOL Quarterly, 49(4), 757-786.

Lan, Y., & Cheng, L. (2005). A research on domestic research on EFL writing. Retrieved from

http://en.cnki.com.cn/Article_en/CJFDTOTAL-WYJY200505000.htm

Lantolf, J. P., & Poehner, M. E. (2004). Dynamic assessment: Bringing the past into the future. Journal of Applied Linguistics, 1, 49-74.

Lantolf, J. P., & Poehner, M. E. (2011). Dynamic assessment in the classroom: Vygotskian praxis for second language development. Language Teaching Research, 15(1), 11-33.

Lantolf, J. P., & Poehner, M. E. (2013). The unfairness of equal treatment: Objectivity in L2 testing and dynamic assessment. Educational Research and Evaluation, 19(2), 141-157.

Lidz, C. S., & Gindis, B. (2003). Dynamic assessment of the evolving cognitive functions in children. In A. Kozulin, B. Gindis, V. S. Ageyev, & S. M. Miller (Eds.), Vygotsky’s educational theory in cultural context (pp. 99-118). Cambridge: Cambridge University Press.

Montero-Fleta, B., & Pérez-Sabater, C. (2010). A research on blogging as a platform to enhance language skills. Procedia Social and Behavioral Sciences, 2(2), 773-777.

Mueller, D. N. (2009). Digital underlife in the networked writing classroom. Computers and Composition, 26, 240-250.

Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge: Cambridge University Press.

Noytima, U. (2010). Weblogs enhancing EFL students’ English language learning. Procedia Social and Behavioral Sciences, 2, 1127-1132.

Poehner, M. E. (2008). Dynamic assessment: A Vygotskian approach to understanding and promoting L2 development. New York: Springer.

Poehner, M. E., & Lantolf, J. P. (2010). Vygotsky's teaching-assessment dialectic and L2 education: The case for dynamic assessment. Mind, Culture, and Activity, 17(4), 312-330.

Poehner, M. E., & Lantolf, J. P. (2013). Bringing the ZPD into the equation: Capturing L2 development during Computerized Dynamic Assessment (C-DA). Language Teaching Research, 17(3), 1-21.

Poehner, M. E., Zhang, J., & Lu, X. (2015). Computerized dynamic assessment (C-DA): Diagnosing L2 development according to learner responsiveness to mediation. Language Testing, 32(3), 337-357.

Radia, P., & Stapleton, P. (2009). Unconventional sources as a new convention: The shifting paradigm of undergraduate writing. The Internet and Higher Education, 12, 156-164.

Richardson, W. (2006). Blogs, wikis, podcasts, and other powerful web tools for classrooms. Thousand Oaks, CA: Corwin Press.

Santos, T. (1988). Professors’ reactions to the academic writing of nonnative speaking students. TESOL Quarterly, 22, 69-90.

Sarieva, L. (2007). The communicative two-way pre-writing task performed via asynchronous and synchronous computer-mediated communication and its influence on the writing expertise development of adult English language learners: A mixed design study Doctoral Dissertations. University of South Florida.  Retrieved from http://scholarcommons.usf.edu/etd/2352

Shrestha, P., & Coffin, C. (2012). Dynamic assessment, tutor mediation and academic writing development. Assessing Writing, 17, 55-70.

Thomas, M. (2009). Handbook of research on web 2.0 and second language learning. New York: Information science reference.

Thorne, S. L. (2008). Mediating technologies and second language learning. In D. Leu, J. Coiro, C. Lankshear, & M. Knobel (Eds.), Handbook of Research on New Literacies (pp. 417-449). NJ: Lawrence Erlbaum.

Warschauer, M. (1996). Computer-mediated collaborative learning: Theory and practice. Honolulu: University of Hawaii.

Warschauer, M. (1999). Electronic literacies: Language, culture, and power in online education. NJ: Lawrence Erlbaum Associates.

Warschauer, M. (2004). Technological change and the future of CALL. In S. Fotos, & C. Brown (Eds.), The use of weblogs in language education: New perspectives on CALL for second and foreign language classrooms (pp. 15-25). NJ: Lawrence Erlbaum Associates.

Xiaoxia, L., & Yan, L. (2010). A case study of dynamic assessment EFL process writing. Chinese Journal of Applied Linguistics, 33(1), 24-40.

Zaini, A., Kemboja, I., & Supyan, H. (2011). Blogs in language learning: Maximizing students’ collaborative writing. Procedia SBS(18), 537-543.