PL EN


2016 | 16 | 1 | 41-58
Article title

EXPLORING DIALANG'S DIAGNOSTIC FEEDBACK IN ONLINE L2 DYNAMIC ASSESSMENT

Authors
Content
Title variants
Languages of publication
EN
Abstracts
EN
Dynamic assessment (DA) as an alternative to psychometric-based testing focuses on the collaborative dialogue between the learners and the mediator to move the learners from their current capabilities. This study represents a web-based qualitative inquiry in online DA which aims at addressing the inadequacy of the diagnostic feedback of the web-based DIALANG test in reflecting learners’ potentials for future development. Applying microgenetic analysis as the general framework for data analysis, this study intended to uncover two university students’ zone of proximal development (ZPD) of English grammar structures through mediation in a synchronous computer mediated communication (SCMC) context. The findings of this study revealed the shortcomings of DIALANG test results and diagnostic feedback, which are not attuned to the learners' ZPD, and the effectiveness of online DA mediation, which can highlight the learners' microgenetic developmental trajectory to obtain a richer and more accurate understanding of the learners’ potential level of future development.
Keywords
Year
Volume
16
Issue
1
Pages
41-58
Physical description
Contributors
author
References
  • Ableeva, R. (2010). Dynamic Assessment of Listening Comprehension in Second Language Learning. Unpublished doctoral dissertation. Pennsylvania State University, University Park, PA.
  • Alderson, J. C. (2005). Diagnosing Foreign Language Proficiency. The Interface between Learning and Assessment. London, Continuum.
  • Alderson, J. C., & Huhta, A. (2005). The development of a suite of computer-based diagnostic tests based on the Common European Framework. Language Testing, 22(3), 301-320.
  • Aljaafreh, A., & Lantolf, J. (1994). Negative feedback as regulation and second language learning in the zone of proximal development. Modern Language Journal, 78(4), 465-483.
  • Bakhtin, M. (1986). Speech Genres and Other Late Essays. Austin: University of Texas.
  • Bush, D., & Terry, R.M. (eds.), Technology-Enhanced Language Learning (pp. 165-184). Lincolnwood, IL: National Textbook Company.
  • Birjandi, P., & Ebadi, S. (2012). Microgenesis in dynamic assessment of L2 learners' sociocognitive development via web 2.0. Procedia - Social and Behavioral Sciences 32, 34-39.
  • Darhower, M. (2002). Interactional features of synchronous computer-mediated communication in the intermediate L2 class: A sociocultural case study. CALICO Journal, 19(2), 249-277.
  • Darhower, M. (2007). Dynamic Assessment in Synchronous Computer-Mediated Communication: A Case Study of L2 Spanish Past Narration. Unpublished manuscript.
  • Ebadi, S. (2014). L2 private speech in online dynamic assessment: a sociocultural perspective. Iranian Journal of Applied Linguistics, 17(1), 49-70.
  • Feuerstein, R., Feuerstein, R.S., Falik, L.H., & Rand, Y. (2002). The Dynamic Assessment of Cognitive Modifiability: The Learning Propensity Assessment Device: Theory, Instruments and Techniques. Jerusalem: International Center for the Enhancement of Learning Potential.
  • Heather, J. (2003). The Validity of Computer-Mediated Communicative Language Tests. Unpublished doctoral dissertation, The University of Arizona.
  • Lantolf, J. (2000). Second language learning as a mediated process. Language Teaching, 33, 79-96.
  • Lantolf, J., & Poehner, M. E. (2004). Dynamic assessment of L2 development: Bringing the past into the future. Journal of Applied Linguistics 1, 49-74.
  • Lantolf, J., & Thorne, S. L. (2006). Sociocultural Theory and the Genesis of Second Language Development. Oxford: Oxford University Press.
  • Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic Inquiry. Newbury Park, CA: Sage.
  • Liu, M., & Reed, W. (1995). The effect of hypermedia-assisted instruction on second language learning. Journal of Educational Computing Research 12(2), 159-175.
  • Mitchell, R., & Myles, F. (1998). Second Language Learning Theories. London: Edward Arnold.
  • Nassaji, H., & Swain, M. (2000). A Vygotskian perspective on corrective feedback in L2: The effect of random versus negotiated help on the learning of English articles. Language Awareness, 9, 34-51.
  • Oskoz, A. (2003). Jigsaw and Free Discussion in Synchronous Computer-Mediated Communication. Unpublished doctoral dissertation, University of Iowa.
  • Oskoz, A. (2005). Students' dynamic assessment via online chat. CALICO Journal, 22(3), 513-536.
  • Ohta, A. (2000). Rethinking interaction in SLA: Developmentally appropriate assistance in the zone of proximal development and the acquisition of L2 grammar. In J. Lantolf (ed.), Sociocultural Theory and Second Language Acquisition (pp. 51-78).Oxford: Oxford University Press.
  • Payne, J. S., & Whitney, P. J. (2002). Developing L2 oral proficiency through synchronous CMC: Output, working memory, and interlanguage development. CALICO Journal, 20(1), 7-32.
  • Poehner, M.E. (2007). Beyond the test: L2 dynamic assessment and the transcendence of mediated learning. The Modern Language Journal, 91, 323-340.
  • Poehner, M.E. (2008). Dynamic Assessment: A Vygotskian Approach to Understanding and Promoting Second Language Development. Berlin: Springer Publishing.
  • Poehner, M.E. (2009). Group dynamic assessment: Mediation for the L2 classroom. TESOL Quarterly, 43(3), 471-491.
  • Poehner, M.E. (2011). Validity and interaction in the ZPD: interpreting learner development through L2 dynamic assessment. International Journal of Applied Linguistics, 21(2), 244-263.
  • Salaberry, R. (1996). A theoretical framework for the design of CMC pedagogical activities. CALICO Journal, 14, 5-36.
  • Salaberry, R. (2000). L2 morphosyntactic development in text-based computer-mediated communication. Computer-Assisted Language Learning, 13(1), 5-27.
  • Shrestha, P., & Coffin, C. (2012). Dynamic assessment, tutor mediation and academic writing development. Assessing Writing, 17, 55-70.
  • Simpson, J. (2005). Learning electronic literacy skills in an online language learning community. Computer-Assisted Language Learning, 18(4), 327-345.
  • Summers, R. (2008). Dynamic Assessment: Toward a Model of Computer-Mediated Dialogic Engagement. Unpublished doctoral dissertation. University of South Florida.
  • Swain, M. (2001). Examining dialogue: Another approach to content specification and to validating inferences drawn from test scores. Language Testing, 18, 275-302
  • Swain, M., & Lapkin, S. (1998). Interaction and second language learning: two adolescent French immersion students working together. The Modern Language Journal, 82, 320-337.
  • Thorne, S. L. (2008). Mediating technologies and second language learning. In D. Leu, J. Coiro, C. Lankshear & M. Knobel (Eds.), Handbook of Research on New Literacies (pp. 417-449). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Vygotsky, L.S. (1978). Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press.
  • Vygotsky, L. S. (1987). Thinking and speech. In R. W. Rieber & A. S. Carton (eds.), The Collected Works of L. S. Vygotsky. Vol. 1. Problems of General Psychology (pp. 39-285). New York: Plenum.
  • Vygotsky, L.S. (1997). Educational Psychology. Boca Raton, FL: St. Lucie Press.
  • Vygotsky, L.S. (1998). The problem of age. In The Collected Works of L. S. Vygotsky. Vol. 5. Child Psychology. R. W. Rieber (Ed.). New York: Plenum.
Document Type
Publication order reference
Identifiers
YADDA identifier
bwmeta1.element.desklight-2504e89f-7728-4a8a-a682-bdb9beb9e99d
JavaScript is turned off in your web browser. Turn it on to take full advantage of this site, then refresh the page.