چکیده

Dynamic assessment (DA) is a recent structured approach to interaction in which a teacher cooperatively engages with learners, helping them extend their performance beyond levels they could reach independently, that is, their zone of proximal development (ZPD). This study aimed to explore the possible effects of DA on Iranian EFL learners’ writing skill. In addition, it investigated if DA could reduce writing anxiety and improve attitudes towards writing skill among EFL learners in Iran. To collect the data, a sample of 60 male and female Iranian EFL learners were selected from a language institute in Isfahan, and were assigned to 2 groups: experimental and control groups. Writing essays as well as a writing anxiety questionnaire (Cheng, 2004) were employed as pretests and posttests in both groups. In addition, the learners in the experimental group were asked to write diaries about DA in response to eight open-ended questions. The questions mostly focused on the participants’ attitudes and perceptions about their experience with DA. Unlike the control group, the mediation in the experimental group occurred in the form of instructions through DA throughout the writing process. The results of t-test analysis indicated that the experimental group outperformed the control group on the posttest essays. In addition, DA led to lower levels of writing anxiety among the EFL participants in the experimental group. Furthermore, the analysis of the diaries showed that the participants in the experimental group had positive attitudes towards the implementation of DA in teaching writing, leading to a less anxiety environment. The findings suggested that DA could help EFL learners get a better understanding of the criteria for writing evaluation.

کليدواژه ها

Dynamic Assessment, ZPD Mediation, Writing Anxiety, Writing Skill

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Ali Roohani , 1398 , Effect of Dynamic Assessment on EFL Learners’ Writing Skill, Writing Anxiety and Attitude , اولين کنفرانس بين المللي مطالعات زبان انگليسي