چکیده:
Dynamic Assessment (DA), which stems from Vygotsky’s sociocultural theory, invests in the mediation of teacher to improve learners’ Zone of Proximal Development (ZPD). This study investigated the impact of DA on the development of argumentative essay writing of EFL teachers and consisted of a pretest, mediation, a post-test, and a transcendence test (TRT). Accordingly, 66 novice EFL teachers were selected based on convenience sampling and were randomly assigned to two experimental groups and a control group (n1=n2=n3=22). The interactionist DA group (IA-DAG) and the interventionist DA group (IV-DAG) received non-standardized and standardized feedback types, respectively. However, the control group practiced non-DA writing instruction. Subsequently, a series of writing tasks were used for teaching writing. After nine sessions, the groups took a post-test, and after two weeks, TRT was administered. Appropriately, several statistical procedures were conducted to analyze data. First, repeated-measure ANOVAs were performed to examine the beneficial effects of the instructions in the groups. Second, the mixed between-within-subjects ANOVA was run and the results revealed that there were main effects for treatment types and time. Also, the result of one-way ANOVA on the post-test showed the outperformance of the IA-DAG over the other groups. Besides, the results of the one-way ANOVA on the TRT indicated no significant differences between the IA-DAG and IV-DAG. However, both groups had significantly higher mean scores than the non-DA group. The study has implications for L2 writing teachers, material developers, and educators.
خلاصه ماشینی:
Employing Tasks to Improve Argumentative Essay Writing of EFL Teachers: A Case of Interactionist versus Interventionist Dynamic Assessment 1 Ayda Rahmani 2 Mojgan Rashtchi*IJEAP- 1912-1476 3 Masood YazdanimoghaddamReceived: 2019-12-31 Accepted: 2020-03-26 Published: 2020-04-14 Abstract Dynamic Assessment (DA), which stems from Vygotsky’s sociocultural theory, invests in the mediation of teacher to improve learners’ Zone of Proximal Development (ZPD).
This study investigated the impact of DA on the development of argumentative essay writing of EFL teachers and consisted of a pretest, mediation, a post-test, and a transcendence test (TRT).
Additionally, the researchers of the present study presumed that focus on the impacts of interactionist and interventionist DA could reveal what type of feedback could promote learners’ ZPD while they are engaged in the act of writing.
The current quasi-experimental study with a non-equivalent pretest-post-test control group design (Best &Kahn, 2006) explored the efficacy of two models of DA in enhancing the L2 argumentative writing of Iranian EFL teachers.
Table 4: Descriptive Statistics, Writing of IV-DAG Across Time {مراجعه شود به فایل جدول الحاقی} The results of the RM-ANOVA (Table 5) indicated a significant difference between the mean scores of the group across three tests from Time1 to Time2 and Time3 F (1.
Table 7: Descriptive Statistics, Writing of Non-DAG Across Time Mean SD N {مراجعه شود به فایل جدول الحاقی} As Table 8 shows, there was a statistically significant difference between the mean scores of the group across three tests.
Discussion The affirmative answer to the first and second research questions showed that interactionist and interventionist DA caused development in the argumentative writing of the EFL teachers.