چکیده:
This study aims at investigating the effect of dynamic assessment (DA) on L2 writing achievement if applied via blogging as a Web 2.0 tool, as well as examining which pattern of interaction is more conducive to learning in such an environment. The results of the study indicate that using weblogs to provide mediation contributes to the enhancement of the overall writing performance, vocabulary and syntactic complexity, and quantity of overall information presented in a single paragraph. That is to say, DA procedures are applicable via Web 2.0 tools and are advantageous to L2 learners’ writing suggesting that L2 practitioners and instructors should actively consider the integration of Web 2.0 technology into L2 education system using DA. Moreover, the
collaborative pattern of interaction as compared to expert/novice, dominant/passive, and dominant/dominant patterns is found to be more conducive to fostering writing achievement in the asynchronous computermediated communication environment.
خلاصه ماشینی:
"0 Asynchronous Collaborative Computer-Mediated Context Zohreh Zafarani, Islamic Azad University, Science and Research Branch, Tehran, Iran Parviz Maftoon*, Islamic Azad University, Science and Research Branch, Tehran, Iran Abstract This study aims at investigating the effect of dynamic assessment (DA) on L2 writing achievement if applied via blogging as a Web 2.
The results of the study indicate that using weblogs to provide mediation contributes to the enhancement of the overall writing performance, vocabulary and syntactic complexity, and quantity of overall information presented in a single paragraph.
For one thing, using weblogs provided the participants with an environment in which not only they could interact with each other, share their ideas, and co-construct knowledge; but also they could exercise a high level of autonomy while sharing their collaboratively written texts with others thus enhancing their writing performance.
Relevantly, participants’ awareness that their posts would remain accessible to other participants motivated them to monitor their writing, thereby encouraged them to cater to both form and meaning, as revealed by other studies including Campbell (2005), Kessler and Bikowski (2010); Montero-Fleta and Pérez-Sabater (2010), Akçay and Arslan (2010), as well as Yim and Warschauer (2017).
The results of the two levels of analysis, namely, quantitative and qualitative, revealed that post-test paragraphs of those participants who adopted a collaborative pattern tended to be better in terms of overall writing performance, thus making them H-gainers."