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EXPLORING DIALANG'S DIAGNOSTIC FEEDBACK IN ONLINE L2 DYNAMIC ASSESSMENT

100%
Ebadi S.
Teaching English with Technology
|
2016
|
vol. 16
|
issue 1
41-58
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.
2
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The effects of online learner-driven feedback on IELTS writing skills via Google Docs

63%
Ebadi S., Alizadeh A.
Teaching English with Technology
|
2021
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vol. 21
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issue 3
42-66
EN
This study reports the results of a mixed-methods approach to investigate the impact of peer online learner-driven feedback (LDF) using Google Docs and peer-editing in a face-to-face classroom on EFL learners’ writing skill. As this study was conducted using a quasi-experimental design, two intact groups, each including twenty EFL learners, were selected as the participants of the study. They were attending an IELTS preparation course at a language school in Iran. To assess the learners’ IELTS academic writing skills, we used academic writing task 1 and task 2 and conducted semi-structured interviews to explore the learners’ perceptions towards the impact of online learner-driven peer-editing on writing tasks. An independent-samples t-test, along with two one-way MANCOVA, was used to analyse the quantitative data. The results showed that LDF-based peer-editing significantly enhanced the learners’ academic writing skills, compared to the conventional in-class feedback. The thematic analysis used to analyse the qualitative data shed light on the learners’ positive perceptions towards the effect of online learner-driven peer-editing on academic writing skills.
3
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PLANNING FUTURE INSTRUCTIONAL PROGRAMS THROUGH COMPUTERIZED L2 DYNAMIC ASSESSMENT

63%
Ebadi S., Saeedian A.
Teaching English with Technology
|
2016
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vol. 16
|
issue 4
12-32
EN
Dynamic Assessment (DA) is a postmodern notion in testing which sees instruction and assessment as inextricably mingled contending that learners will progress if provided with dynamic interactions. The main purpose of the study is to see if the scores generated by the computerized dynamic assessment (C-DA) which is grounded in Vygotsky’s theoretical framework in congruence with the concept of DA can lead to designing a syllabus which results in the participants’ reading comprehension development. In the present study, a total of 32 Iranian EFL undergraduates from a university in Iran were selected on the availability basis. The study made use of the interventionist approach (the same mediation for all individual learners) to DA due to a two-fold aim: being more economically-supported and owing to its feasibility in focusing on larger cohorts of individuals. Investigating the learners’ generated scoring profiles through CDA revealed that not only did the learners have varying problem areas but also they needed different amount of mediation for identical test items. These profiles reiterated the fact that learners with different zones of proximal development (ZPDs) require customized instructional programs to reflect their individualized needs.
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