The Impact of Interactionist Dynamic Assessment on Explanation Writing Ability of Intermediate EFL Learners

Hooshang Khoshsima; Amin Saed; Mohammad Mortazavi

doi:doi:10.11648/j.ijll.20160405.13

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The Impact of Interactionist Dynamic Assessment on Explanation Writing Ability of Intermediate EFL Learners

Hooshang Khoshsima, Amin Saed, Mohammad Mortazavi

Published in International Journal of Language and Linguistics (Volume 4, Issue 5)

Received: 8 September 2016 Accepted: 21 September 2016 Published: 10 October 2016

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Abstract

Dynamic assessment is an approach based on sociocultural theory of mind aimed to combine instruction and assessment in which learners’ development is simultaneously assessed and improved with regard to their Zone of Proximal Development. This study aimed to integrate principles of dynamic assessment in providing feedback with process-genre approach to teach explanation genre writing. The participants of the study (N=10) were male and female students majoring English translation for BA degree at Chabahar Maritime University. The results of independent samples t-test showed that the learners who were exposed to interactionist approach of DA, performed better than the control group in posttest. Findings of the study suggested that providing feedback through negotiation let students understand their problem and remove them better.

Published in	International Journal of Language and Linguistics (Volume 4, Issue 5)
DOI	10.11648/j.ijll.20160405.13
Page(s)	183-189
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2016. Published by Science Publishing Group

Keywords

Assessment for Learning, Formative Assessment, Dynamic Assessment, ZPD, Explanation Genre

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APA Style

Hooshang Khoshsima, Amin Saed, Mohammad Mortazavi. (2016). The Impact of Interactionist Dynamic Assessment on Explanation Writing Ability of Intermediate EFL Learners. International Journal of Language and Linguistics, 4(5), 183-189. https://doi.org/10.11648/j.ijll.20160405.13

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ACS Style

Hooshang Khoshsima; Amin Saed; Mohammad Mortazavi. The Impact of Interactionist Dynamic Assessment on Explanation Writing Ability of Intermediate EFL Learners. Int. J. Lang. Linguist. 2016, 4(5), 183-189. doi: 10.11648/j.ijll.20160405.13

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AMA Style

Hooshang Khoshsima, Amin Saed, Mohammad Mortazavi. The Impact of Interactionist Dynamic Assessment on Explanation Writing Ability of Intermediate EFL Learners. Int J Lang Linguist. 2016;4(5):183-189. doi: 10.11648/j.ijll.20160405.13

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@article{10.11648/j.ijll.20160405.13,
  author = {Hooshang Khoshsima and Amin Saed and Mohammad Mortazavi},
  title = {The Impact of Interactionist Dynamic Assessment on Explanation Writing Ability of Intermediate EFL Learners},
  journal = {International Journal of Language and Linguistics},
  volume = {4},
  number = {5},
  pages = {183-189},
  doi = {10.11648/j.ijll.20160405.13},
  url = {https://doi.org/10.11648/j.ijll.20160405.13},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijll.20160405.13},
  abstract = {Dynamic assessment is an approach based on sociocultural theory of mind aimed to combine instruction and assessment in which learners’ development is simultaneously assessed and improved with regard to their Zone of Proximal Development. This study aimed to integrate principles of dynamic assessment in providing feedback with process-genre approach to teach explanation genre writing. The participants of the study (N=10) were male and female students majoring English translation for BA degree at Chabahar Maritime University. The results of independent samples t-test showed that the learners who were exposed to interactionist approach of DA, performed better than the control group in posttest. Findings of the study suggested that providing feedback through negotiation let students understand their problem and remove them better.},
 year = {2016}
}

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TY  - JOUR
T1  - The Impact of Interactionist Dynamic Assessment on Explanation Writing Ability of Intermediate EFL Learners
AU  - Hooshang Khoshsima
AU  - Amin Saed
AU  - Mohammad Mortazavi
Y1  - 2016/10/10
PY  - 2016
N1  - https://doi.org/10.11648/j.ijll.20160405.13
DO  - 10.11648/j.ijll.20160405.13
T2  - International Journal of Language and Linguistics
JF  - International Journal of Language and Linguistics
JO  - International Journal of Language and Linguistics
SP  - 183
EP  - 189
PB  - Science Publishing Group
SN  - 2330-0221
UR  - https://doi.org/10.11648/j.ijll.20160405.13
AB  - Dynamic assessment is an approach based on sociocultural theory of mind aimed to combine instruction and assessment in which learners’ development is simultaneously assessed and improved with regard to their Zone of Proximal Development. This study aimed to integrate principles of dynamic assessment in providing feedback with process-genre approach to teach explanation genre writing. The participants of the study (N=10) were male and female students majoring English translation for BA degree at Chabahar Maritime University. The results of independent samples t-test showed that the learners who were exposed to interactionist approach of DA, performed better than the control group in posttest. Findings of the study suggested that providing feedback through negotiation let students understand their problem and remove them better.
VL  - 4
IS  - 5
ER  -

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Author Information

Hooshang Khoshsima

English Language Department, Chabahar Maritime University, Chabahar, Iran
Amin Saed

English Language Department, Chabahar Maritime University, Chabahar, Iran
Mohammad Mortazavi

English Language Department, Chabahar Maritime University, Chabahar, Iran

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Plain Text BibTeX RIS

APA Style

Hooshang Khoshsima, Amin Saed, Mohammad Mortazavi. (2016). The Impact of Interactionist Dynamic Assessment on Explanation Writing Ability of Intermediate EFL Learners. International Journal of Language and Linguistics, 4(5), 183-189. https://doi.org/10.11648/j.ijll.20160405.13

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ACS Style

Hooshang Khoshsima; Amin Saed; Mohammad Mortazavi. The Impact of Interactionist Dynamic Assessment on Explanation Writing Ability of Intermediate EFL Learners. Int. J. Lang. Linguist. 2016, 4(5), 183-189. doi: 10.11648/j.ijll.20160405.13

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AMA Style

Hooshang Khoshsima, Amin Saed, Mohammad Mortazavi. The Impact of Interactionist Dynamic Assessment on Explanation Writing Ability of Intermediate EFL Learners. Int J Lang Linguist. 2016;4(5):183-189. doi: 10.11648/j.ijll.20160405.13

Copy | Download

@article{10.11648/j.ijll.20160405.13,
  author = {Hooshang Khoshsima and Amin Saed and Mohammad Mortazavi},
  title = {The Impact of Interactionist Dynamic Assessment on Explanation Writing Ability of Intermediate EFL Learners},
  journal = {International Journal of Language and Linguistics},
  volume = {4},
  number = {5},
  pages = {183-189},
  doi = {10.11648/j.ijll.20160405.13},
  url = {https://doi.org/10.11648/j.ijll.20160405.13},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijll.20160405.13},
  abstract = {Dynamic assessment is an approach based on sociocultural theory of mind aimed to combine instruction and assessment in which learners’ development is simultaneously assessed and improved with regard to their Zone of Proximal Development. This study aimed to integrate principles of dynamic assessment in providing feedback with process-genre approach to teach explanation genre writing. The participants of the study (N=10) were male and female students majoring English translation for BA degree at Chabahar Maritime University. The results of independent samples t-test showed that the learners who were exposed to interactionist approach of DA, performed better than the control group in posttest. Findings of the study suggested that providing feedback through negotiation let students understand their problem and remove them better.},
 year = {2016}
}

Copy | Download

TY  - JOUR
T1  - The Impact of Interactionist Dynamic Assessment on Explanation Writing Ability of Intermediate EFL Learners
AU  - Hooshang Khoshsima
AU  - Amin Saed
AU  - Mohammad Mortazavi
Y1  - 2016/10/10
PY  - 2016
N1  - https://doi.org/10.11648/j.ijll.20160405.13
DO  - 10.11648/j.ijll.20160405.13
T2  - International Journal of Language and Linguistics
JF  - International Journal of Language and Linguistics
JO  - International Journal of Language and Linguistics
SP  - 183
EP  - 189
PB  - Science Publishing Group
SN  - 2330-0221
UR  - https://doi.org/10.11648/j.ijll.20160405.13
AB  - Dynamic assessment is an approach based on sociocultural theory of mind aimed to combine instruction and assessment in which learners’ development is simultaneously assessed and improved with regard to their Zone of Proximal Development. This study aimed to integrate principles of dynamic assessment in providing feedback with process-genre approach to teach explanation genre writing. The participants of the study (N=10) were male and female students majoring English translation for BA degree at Chabahar Maritime University. The results of independent samples t-test showed that the learners who were exposed to interactionist approach of DA, performed better than the control group in posttest. Findings of the study suggested that providing feedback through negotiation let students understand their problem and remove them better.
VL  - 4
IS  - 5
ER  -

Copy | Download