چکیده:
This study aimed to investigate the application of Group Dynamic Assessment (GDA) to writing accuracy of EFL learners and explore whether secondary interactants could benefit from interactions between mediator and primary interactants. The idea of implementing DA (Dynamic Assessment) in dyads seems unworkable since teachers are required to teach the whole class (Guk & Kellog, 2007). Moreover, Lantolf and Poehner (2004) suggest a new approach to DA that is GDA, which involves applying DA with a large number of learners rather than individuals. Following a multiple case study design and interactionist DA, the development of ten students in a class of twenty five was tracked during the eight sessions of DA program. Data were collected though written artifacts, video-recording of interactions, interview, and observation. The results indicated that GDA was an effective way of helping learners overcome their linguistic problems and there were signs of microgenetic as well as macrogenetic development within the same DA session and across sessions. The present findings provide further insight into understanding how secondary interactants benefit from the interactions between mediator and primary interactants.
خلاصه ماشینی:
g. Abbasi & Fatemi, 2015; Ableeva, 2010; Ajideh, Farrokhi, & Nourdad, 2012; Davin & Herazo, 2017; Erben, Ban, & Summers, 2008; Lantolf & Poehner, 2011; Lidz & Gindis, 2003; Siwathaworn, & Wudthayagorn, 2018), especially the writing skill of learners in large classroom settings (Alavi & Taghizadeh, 2014; Lee, 2014; Rahimi, Kushki, & Nassaji, 2015; Zaho, 2014).
Following Vygotsky’s argument regarding dialogic interaction between novice and expert, and Poehner’s (2005) call for applying DA to a group of learners, a number of researchers have recently embraced GDA as the general framework to investigate language development in an EFL context (Azarian, Nourdad, & Nouri, 2016; Davin, 2016; Miri, Alibakhshi, Kushki, & Bavarsad, 2017; Poehner, Davin & Lantolf, 2017; Poehner & Lantolf, 2005; Saniei, Birjandi, & Abdollahzadeh, 2015; Tabatabaee, Alidoust, & Sarkeshikian, 2018).
Consider the following example from Bahareh’s initial DA session in which she uses present tense for past in line 10 and the mediator requests for a more focused reading and identification of the error and as Bahraeh totally fails to do so, the mediator provides a more explicit 14 Group Dynamic Assessment in an EFL Classroom….
g. Ajideh & Nourdad, 2012; Gibbons 2003; Hesse, Care, Buder, Sassenberg, & Griffin, 2015; Hidri, 2014; Lidz, 2002; Mardani & Tavakoli, 2012; Poehner & Lantolf, 2005; Shabani, 2014, 2018) regarding better performance of the learners in joint activities and through mediation .