Interventionist Face-to-Face versus Web-Based Group Dynamic Assessment and Speaking Ability: A Case on Introverted/Extroverted Iranian Intermediate EFL Learners
Subject Areas :Samaneh Safarpour 1 , Davood Mashhadi Heidar 2 , Ramin Rahimy 3
1 - Department of English Language, Tonekabon Branch, Islamic Azad University, Tonekabon, Iran
2 - Department of English, Tonekabon Branch, Islamic Azad University, Tonekabon, Iran
3 - Department of English, Tonekabon Branch, Islamic Azad University, Tonekabon, Iran
Keywords: Introverted learners, extroverted learners, speaking skills, web-based group dynamic assessment, face- to face group dynamic assessment,
Abstract :
The present study sought to investigate the effects of face-to-face and web-based group dynamic assessment (GDA) on the speaking skills of Iranian intermediate EFL learners. A total of 100 participants from Ariana Institute in Rasht were involved in the study, with 36 introverted and 36 extroverted learners selected based on their scores on the Oxford Placement Test (OPT) and Eysenck’s Personality test. These participants were then divided into experimental and control groups. Each experimental group, comprising 12 participants, underwent either face-to-face or web-based GDA sessions, while the control groups received traditional instruction. The research design included a pretest, 15 treatment sessions, and a posttest to assess the progress of speaking abilities among the learners. The statistical analysis, which included paired samples t-test and one-way ANOVA, indicated significant enhancements in speaking skills among the learners who participated in the experimental GDA sessions compared to those in the control groups. Notably, introverted learners in the web-based GDA group exhibited superior speaking abilities, whereas extroverted learners showed more improvement in face-to-face GDA sessions. These results have important implications for English language educators and researchers in Iran, highlighting the significant influence of GDA delivery mode on the speaking proficiency of EFL learners, particularly in relation to their introverted or extroverted traits. Such findings can offer valuable insights for pedagogical approaches and theoretical frameworks in English language teaching in Iran.
Abassy, Sh. & Mashhadi Heidar, D. (2020). Computerized Group Dynamic Assessment and Listening Comprehension Ability: Does Self-Efficacy Matter? Journal of Language and Education, 6 (1 (21)), 157-172.
Abdulaal,M.A.AS.,Alenazi, M.H.Tajuddin A.J.A.,&Hamid B.(2022).Dynamic vs. diagnostic assessment: Impacts of EFL learners’ speaking fluency and accuracy,learning anxiety, and cognitive load. Language Testing in Asia, 12(32). https://doi.org/10.1186/s40468-022-00179-0
Ahmadi Safa,.M., Donyaei, s., & Malek Mohamadi, R. (2016).An investigation into the effect of interactionist versus intervention into the effect of interactionist versus interventionist models of dynamic assessment on Iranian EFL learners’ speaking skill proficiency. Journal Teaching English Language, 9(2), 153-172.
Ahmadi̇, A., & Besharati̇, F. (2017). Web-based versus face-to-face interactionist dynamic assessment in essay writing classrooms – a comparative study. The Journal of Language Learning and Teaching, 7(1), 1- 29.https://dergipark.org.tr/en/download/article-file/618225
Alemi, M., Miri, M., & Mozafarnezhad, A. (2019). Investigating the Effects of Online Concurrent Group Dynamic Assessment on? Enhancing? Grammatical Accuracy of EFL Learners. International Journal of Language Testing, 9(2), 29–43.
Alsaadi, H. M. A. (2021). Dynamic Assessment in Language learning; An overview and the impact of using social media. English Language Teaching, 14(8), 73. https://doi.org/10.5539/elt.v14n8p73
Annandale, M., Belkasim, S., Bunt, B. J., Chahine, I. C., De Beer, J., Jacobson, T. E., Jagals, D., Kamanga, E. M., Mackey, T. P., Olivier, J., Reyneke, E. M., & Van Tonder, G. (2021b). Learning through assessment: An approach towards Self-Directed Learning. In NWU self-directed learning series. https://doi.org/10.4102/aosis.2021.bk280
Azizi, Z., Namaziandost, E., & Ashkani, P. (2023). Active Learning as an Approach to Fostering EFL Learners’ Speaking Skills and Willingness to Communicate: A Mixed-methods Inquiry. Issues in Language Teaching. Volume 11, Issue 2 December 2022 Pages 93-128 https://doi.org/10.22054/ilt.2023.70542.744
Bavandi-Savadkouhi, Z., & Mostafaei-Alaei, M., (2023). Pragmatic Failure in Cross-Cultural Communication: Scrutinizing the Causes and Challenges Involved in Iranian EFL Context. Journal of English Language Teaching and Learning, 15(32), 58-78. DOI: 10.22034/elt.2023.58806.2576
Creswell, J. W. & Creswell, J. D. (2018). Research design: Qualitative, Quantitative, and Mixed Methods Approach (5th Edition). London: SAGE Publications.
Davin, K. J. (2013). Integration of dynamic assessment and instructional conversations to promote development and improve assessment in the language classroom. Language Teaching Research, 17(3), 303–322. https://doi.org/10.1177/1362168813482934
Ebadi, S., & Asakereh, A. (2017). Developing EFL learners’ speaking skills through dynamic assessment: A case of a beginner and an advanced learner. Cogent Education, 4(1), 1419796. https://doi.org/10.1080/2331186x.2017.1419796
Ebadi, S., & Bashir, S. (2021). An exploration into EFL learners’ writing skills via mobile-based dynamic assessment. Education and Information Technologies, 26, 1995-2016.
Estaji, M., & Farahanynia, M. (2019). The Immediate and Delayed Effect of Dynamic Assessment Approaches on EFL Learners’ Oral Narrative Performance and Anxiety. Educational Assessment, 24(2), 135–154. https://doi.org/10.1080/10627197.2019.1578169
Fathi, A., Aslrasouli, M., & Kuhi, D. (2023). The Effects of Web-based Dynamic Assessment on Grammatical Accuracy and Autonomy of Iranian EFL Learners and Their Attitudes to Web-based Dynamic Assessment. Issues in Language Teaching, 12(1), 205-236. doi: 10.22054/ilt.2023.67266.688
Ghahderijani, B. H., Namaziandost, E., Tavakoli, M., Kumar, T., & Magizov, R. (2021). The comparative effect of group dynamic assessment (GDA) and computerized dynamic assessment (C-DA) on Iranian upper-intermediate EFL learners’ speaking complexity, accuracy, and fluency (CAF). Language Testing in Asia, 11, 1-20.
Ghafar, Z. N., & Raheem, B. R. (2023). Factors Affecting Speaking Proficiency in English Language Learning: A general overview of the speaking skill. Journal of Social Science, 2(6), 507–518. https://doi.org/10.57185/joss.v2i6.107
Harahap, D. I., Uswar, Y., Syafitri, W., Agustina, L., & Sanjaya, D. (2024). An Investigation of Dynamic Assessment on EFL Learners’ Speaking Performance. World Journal of English Language, 14(1).
Infante, P., & Poehner, M. (2019). Realizing the ZPD in second language education. Language and Sociocultural Theory, 6(1), 63–91. https://doi.org/10.1558/lst.38916
Kao, Y. T., & Wu, H. H. (2022). The dialectic integration of dynamic assessment: Assessing and instructing EFL beginning learners’ reading difficulties. The Asia-Pacific Education Researcher, 31(6), 749-766.
Kardoust, A., & Saeedian, A. (2021). Iranian EFL teachers’ conceptions and practices of communicative language teaching curriculum. Issues in Language Teaching, 10(2), 171-202. https://doi.org/10.22054/ilt.2021.58226.569
Kaveh, A., & Rassaei, E. (2022). Mobile-Mediated versus Face-to-Face Dynamic Assessment, EFL learners’ writing fluency and strategy awareness. Language and Sociocultural Theory. https://doi.org/10.1558/lst.20288
Kazemi, N., & Tavassoli, K. (2020). The Comparative Effect of Dynamic vs. Diagnostic Assessment on EFL Learners’ Speaking ability. DOAJ (DOAJ: Directory of Open Access Journals). https://doi.org/10.30486/relp.2019.1878561.1155
Kurt, D. (2022). "Vygotsky's Theories and How to Incorporate Vygotsky's Theories in The Classroom". Education Library. Retrieved October 23, 2022.
Kushki, A., & Nassaji, H. (2024). L2 reading assessment from a sociocultural theory perspective: The contributions of dynamic assessment. Education Sciences, 14(4), 342.
Kusmawan, U. (2023) Shaping the Future Assessment. Conference: Teaching and Learning Symposium 2023: The Future of Assessment. University Malaya, 22 November 2023
Laila, F. N., Adityarini, H., & Maryadi, M. (2023). Challenges and strategies in teaching English speaking skills to young learners: Perspectives of Teachers in Indonesia. VELES (Voices of English Language Education Society), 7(3), 542–556. https://doi.org/10.29408/veles.v7i3.24030
Le, H., Ferreira, J. M., & Kuusisto, E. (2023). Dynamic Assessment in Inclusive Elementary Education: A Systenatic Literature Review of the Usability, Methods, and Challenges in the Past Decade. European Journal of Special Education Research, 9(3). https://doi.org/10.46827/ejse.v9i3.5009
Lurii︠A, A. R. (1966). Human brain and psychological processes. In Harper & Row eBooks. http://ci.nii.ac.jp/ncid/BA12821529
Makhachashvili, R., & Semenist, I. (2022). Transdisciplinary Communication as a Meta-Framework of Digital Education. In Proceedings of the 26th World Multi-Conference on Systemics, Cybernetics and Informatics (Vol. 1, pp. 151-156). International Institute of Informatics and Systemics, USA.
Mardiah, A. S. (2022). Exploring EFL Students’ Speaking Challenges: A Case Study in Vocational High School (Doctoral dissertation, Universitas Siliwangi).
Mustiah, M., Dayat, D., & Sadek, N. (2024). The Impact of Mobile-Assisted Hybrid Dynamic Assessment on Arabic Language Leaners’ Reading Comprehension Performance. Journal of Languages and Language Teaching, 12(1), 524-534.
Nasri, M., Shafiee, S., & Sepehri, M. (2021). An investigation of Iranian intermediate EFL learners’ L2 motivation and attitude in a Computer-Assisted Language Learning environment. Issues in Language Teaching, 10(1), 355–389. https://doi.org/10.22054/ilt.2021.62359.614
Omar, T. K. (2023). Students’ challenges in EFL speaking Classrooms. Academic Journal of Nawroz University, 12(4), 957–963. https://doi.org/10.25007/ajnu.v12n4a1809
Petersen, D. B., Tonn, P., Spencer, T. D., & Foster, M. E. (2020). The Classification Accuracy of a Dynamic Assessment of Inferential Word Learning for Bilingual English/Spanish-Speaking School-Age Children. Language, Speech, and Hearing Services in Schools, 51(1), 144–164. https://doi.org/10.1044/2019_LSHSS-18-0129
Poehner, M. E. (2009). Group Dynamic Assessment: Mediation for the L2 Classroom. TESOL Quarterly, 43(3), 471–491. https://doi.org/10.1002/j.1545-7249.2009.tb00245.x
Poehner, M. E., van Compernolle, R. A., Esteve, O., & Lantolf, J. P. (2019). A Vygotskian developmental approach to second language education. Journal of Cognitive Education and Psychology, 17(3), 238-259.
Poehner, M. E., & Leontjev, D. (2023). Peer interaction, mediation, and a view of teachers as creators of learner L2 development. International Journal of Applied Linguistics, 33(1), 18-32.
Poehner, M. E., & Lantolf, J. P. (2024). Sociocultural theory and second language developmental education. Cambridge University Press.
Pollitt, A. (2017). Using Professional Judgement to Equate Exam Standards. In Methodology of educational measurement and assessment. Springer International Publishing. https://doi.org/10.1007/978-3-319-50856-6_16
QU, X., & LIU, Y. (2022). Dynamic Assessment of College EFL Learners’ Speaking Proficiency: A Case Study. Chinese Journal of Applied Linguistics, 45(4), 510-531.
Quay, J., Williams, B., Pietzner, J., Boyer, A., Browning, D., & Brodie-McKenzie, A. (2023). Vygotsky’s perezhivanies with Dewey’s occupations: Improving integration of teaching and assessing via creative learning units. Journal of Curriculum Studies, 55(5), 598–618. https://doi.org/10.1080/00220272.2023.2242914
Radić-Bojanić, B. (2020). RELATION OF EXTRAVERSION/INTROVERSION AND FOREIGN LANGUAGE PROFICIENCY IN THE EFL CLASSROOM. Folia Linguistica Et Litteraria/Folia Linguistica Et Litteraria, XI(33), 253–266. https://doi.org/10.31902/fll.33.2020.13
Rashidi, N., & Bahadori Nejad, Z. (2018). An investigation into the effect of dynamic assessment on the EFL learners’ process writing development. Sage Open, 8(2), 2158244018784643.
Rezai, A., Naserpour, A., & Rahimi, S. (2024). Online peer-dynamic assessment: an approach to boosting Iranian high school students’ writing skills: a mixed-methods study. Interactive Learning Environments, 32(1), 306-324.
Salimi, S. A. & Khazaee Kouhpar, M. (2024). Iranian EFL Teachers’ Understanding and Beliefs of Critical Pedagogy: A Multiple Case Study. Journal of Modern Research in English Language Studies, 11(1), 101-124. DOI: 10.30479/jmrels.2023.18569.2189
Sarabi Asl, S., Rashtchi, M., & Rezaie, G. (2024). The effects of interactionist versus interventionist dynamic assessment models on Iranian EFL learners’ speaking sub-skills: A mixed-method study. Asian-Pacific Journal of Second and Foreign Language Education, 9(1), 1-25. https://doi.org/10.1186/s40862-023-00237-x
Shafipoor, M., & Latif, F. (2020). A Mixed Method Study of Interventionist DA: A Case of Introvert vs. Extrovert EFL Learners’ Academic Essay Writing. Journal of English Language Pedagogy and Practice, 13(13), 118–139. https://doi.org/10.30495/jal.2020.676937
Sharafi, M., & Sardareh, S. A. (2016). The Effect of Dynamic Assessment on Elementary EFL Students’ L2 Grammar Learning. Journal of Applied Linguistics and Language Research, 3(3), 102–120.
Shrestha, P. N., & Shrestha, P. N. (2020). Dynamic Assessment of Academic Writing and Its Future in Higher Education. Dynamic Assessment of Students’ Academic Writing: Vygotskian and Systemic Functional Linguistic Perspectives, 231-246.
Sohrabi, S., & Ahmadi Safa, M. (2020). Group dynamic assessment and EFL learners’ oral production, motivation, and classroom anxiety. English Teaching & Learning, 44(4), 353-376.
Son, Ga-young, & Kim, Seong-woo., (2017). The potentials of dynamic assessment for the development of English-speaking performance: A microgenetic analysis. English Education, 16(1), 47-82.
Şükür, M., Yakişik, B. Y., & Ekşi̇, G. Y. (2023). Mediational moves and reciprocity behaviors in face-to-face and mobile-assisted dynamic assessment. Kuramsal Eğitim Bilim Dergisi, 16(2), 423–453. https://doi.org/10.30831/akukeg.1172583
Teferi, H. (2023). Cultivating EFL learners’ productive skills by employing dynamic and non-dynamic assessments: Attitude in focus. Language Testing in Asia, 13(1), 1-21. https://doi.org/10.1186/s40468-023-00228-2
Tridinanti, G. (2018). The Correlation between Speaking Anxiety, Self-Confidence, and Speaking Achievement of Undergraduate EFL Students of Private University in Palembang. International Journal of Education and Literacy Studies, 6(4), 35. https://doi.org/10.7575/aiac.ijels.v.6n.4p.35
Özturan, T., & Gürdal, H. H. U. (2023). Dynamic Assessment as a Learning-Oriented Assessment Approach. In Advances in educational technologies and instructional design book series (pp. 89–103). https://doi.org/10.4018/978-1-6684-5660-6.ch006
Vygotsky, L. S. (1987). Thinking and speech. In R.W. Rieber & A.S. Carton (Eds.), The collected works of L.S. Vygotsky, Volume 1: Problems of general psychology (pp. 39–285). New York: Plenum Press. (Original work published 1934.)
Zarei, A. A., & Shishegarha, E. (2024). The effect of dynamic assessment models on L2 listening and speaking anxiety. Journal of Language Horizons, 7(4), 149-176.
Zhang, Y. (2023). Promoting young EFL learners’ listening potential: A model of mediation in the framework of dynamic assessment. The Modern Language Journal, 107(S1), 113-136.
