خلاصة:
Today, great a number of assessment methods have been practiced in educational systems. However, Dynamic Assessment (DA), as the modern assessment method with its emphasis on improvement and development of learning through joining teaching and assessment, is of paramount significance. Thus, one can call DA as a major and revolutionizing factor in teaching and assessment. So far, some conducted studies have dealt with the efficacy of DA on different language areas. In line with the relevant studies conducted, the present study worked on the effect of interventionist DA on introvert versus extrovert learners’ academic essay writing in English language translation students at Islamic Azad University Shahr-e-Qods Branch. As a result, it was confirmed that DA had a statistically significant effect on the academic essay writing of both Iranian introvert and extrovert EFL learners. Furthermore, there was a statistically significant difference between the performances of the extroverts vs. introverts on academic essay writing while applying interventionist DA. In other words, the extroverts had higher scores in their posttests compared to the introverts. Moreover, the results of the attitude questionnaire revealed that the extroverts had more positive attitude towards the application of DA than the introverts.
ملخص الجهاز:
In line with the relevant studies conducted, the present study worked on the effect of interventionist DA on introvert versus extrovert learners’ academic essay writing in English language translation students at Islamic Azad University Shahr-e-Qods Branch.
As a result, it was confirmed that DA had a statistically significant effect on the academic essay writing of both Iranian introvert and extrovert EFL learners.
Keywords: DA, Interventionist DA, academic essay writing, introvert, extrovert, perceptions Introduction Dynamic assessment (DA), “as a pro-learning form of assessment”, has been worked on in the educational settings for more than three decades (Leung, 2007, p.
In addition, Shrestha and Coffin (2012), Gahremani and Azizirad (2013), Rashidi and Bahadori Nejad (2018), and Besharati (2018), and Khorami Fard and Derakhshi (2019), in different research work, reached the conclusion that DA can contribute to the learners’ academic writing development although Tabatabaee, Alidoust, and Sarkeshikian (2018), in their study, revealed that cumulative group DA has more impact on developing the paragraph writing accuracy of the EFL learners than interventionist DA.
Addressing the First Research Question In order to find out if DA had a statistically significant effect on the academic essay writing of the Iranian introvert EFL learners, a paired samples t-test was run.
Addressing the Second Research Question In order to find out whether DA had a statistically significant effect on academic essay writing of Iranian extrovert EFL learners, a paired samples t-test was deployed.
g. Nassaji & Cumming, 2000; Lantolf & Poehner, 2004; Thouësny, 2010; Akbari & Yazdanmehr, 2011; Alavi &Taghizadeh, 2014; Ahmadi Safa, Doyaei, & Malek Mohammadi, 2015).