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Effects of Dynamic Assessment on College EFL Learners’ Reading Skills

첫 페이지 보기
  • 발행기관
    아시아영어교육학회 바로가기
  • 간행물
    The Journal of AsiaTEFL SCOPUS 바로가기
  • 통권
    Vol.9 No.1 (2012.03)바로가기
  • 페이지
    pp.57-94
  • 저자
    Adeline K. Teo
  • 언어
    영어(ENG)
  • URL
    https://www.earticle.net/Article/A182347

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원문정보

초록

영어
This study investigated the effects of an innovative assessment, dynamic assessment (DA), on Taiwanese EFL learners. The researcher implemented DA to assess and instruct Taiwanese college EFL students’ reading skills through the use of mediation. The reading skills being investigated in the study were: finding main ideas, using contextual clues to predict the meaning of vocabulary, and making inferences. The theoretical construct of DA challenged static assessment that relies on students’ current/actual performance as the primary indicator of their abilities. The study attempted to answer two research questions (1) What are the effects of DA on promoting Taiwanese EFL students’ reading skills? (2) Does DA help the participants realize their learning potential? If so, to what extent? Five EFL college students in Taiwan participated in the study. The research design followed the pre-test, mediation, and post-test paradigm. Implicit and explicit mediation were provided. Quantitative and qualitative data were used for analysis. The study showed that appropriately designed DA procedures played a significant role in promoting learners’ reading skills and realizing their learning potential. They also gave valuable information to help the researchers to design future lesson plans to meet the individuals’ needs.

목차

ABSTRACT
 INTRODUCTION
  Dynamic Assessment (DA)
  Theoretical Constructs
  Zone of Proximal Development (ZPD)
  Mediated Learning Experience (MLE)
  Previous Studies on ESL Dynamic Assessment
  Dynamic Assessment of Reading Abilities
  Research Context
  Purpose Statement and Research Questions
 METHOD
  Participants and Mediator
  Procedures
  Implementation of DA Mediation
 FINDINGS AND ANALYSIS
 MEDIATIONAL INTERACTION ANALYSIS
  Stronger Motivation in Using English
  Interaction 1
  Different Roles of Implicit and Explicit Feedback
  Interaction 2
  Interaction 3
  The Interchangeable Role of Mediator and Participants.
  Interaction 4
 CONCLUSION
 THE AUTHOR
 REFERENCES
 Appendix

키워드

dynamic assessment EFL reading skills mediation learning potential score

저자

  • Adeline K. Teo [ Fu Jen Catholic University, Taiwan ]

참고문헌

자료제공 : 네이버학술정보

간행물 정보

발행기관

  • 발행기관명
    아시아영어교육학회 [Asia TEFL]
  • 설립연도
    2004
  • 분야
    사회과학>교육학
  • 소개
    The goals of Asia TEFL are to promote scholarship, disseminate information, and facilitate cross-cultural understanding among persons concerned with the teaching and learning of English in Asia. In order to accomplish this, Asia TEFL will pursue the following goals: 1. To link ELT professionals in joint research on issues and concerns regarding English teaching and learning in the Asian context. 2. To publish an academic journal, The Asia TEFL Journal, as an internationally recognized journal in the field of English language teaching. 3. To host conferences and seminars addressing important issues concerning ELT in Asia. 4. To develop proficiency guidelines and assessment methods designed for the needs of the Asian context. 5. To develop programs for Asian learners and teachers of English to build their English language proficiency and cultural understanding and provide them with the skills required to be efficient English teaching professionals.

간행물

  • 간행물명
    The Journal of AsiaTEFL
  • 간기
    계간
  • pISSN
    1738-3102
  • eISSN
    2466-1511
  • 수록기간
    2004~2026
  • 등재여부
    SCOPUS,KCI 등재
  • 십진분류
    KDC 740 DDC 420

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