Earticle

초록

영어

This study aimed to explore the role of dynamic assessment (DA) in expanding the zone of proximal development of English as a foreign language (EFL) leaners at different levels. For this purpose, we conducted a comparative study with high- and low- level EFL learners in the writing course consisting of 8 weeks of general writing practice and 6 weeks of national writing examination preparation. We administered pre- and post-tests of a writing prompt and two questionnaires to both groups. The results showed the gap in the use of writing strategies between the two groups was reduced after the DA treatment. Students, in particular those at the lower levels, made more progress and became more aware of the various writing strategies available. Furthermore, the DA intervention increased the intrinsic interest of the two groups in the English writing process and narrowed the difference in writing scores between the two groups. Although each aspect of composition increased to a varying degree, the mean value of the language for the two groups did not reach significance. On the basis of this finding, this study suggests how and when DA intervention may be needed to improve EFL learners’ writing abilities and strategies.

목차

Abstract
1. Introduction
2. Literature Review
2.1 Summative and Formative Assessment
2.2 Dynamic Assessment
2.3 Dynamic Assessment and the Zone of Proximal Development
3. Method
3.1 Participants
3.2 Data Collection and Analysis
4. Results
4.1 The Dynamic Assessment Intervention in Ordinary Writing Courses
4.2 The Dynamic Assessment Intervention in Writing-Exam Preparation
5. Discussion
6. Conclusion
References

키워드

저자

• Ling Ren [ Xinzhou Normal University ]
• Yohan Hwang [ Jeonju University ]

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  언어학연구 [Journal of Linguistic Studies]

• 간기

  연3회

• pISSN

  1226-9859

• 수록기간

  1996~2025

• 등재여부

  KCI 등재

• 십진분류

  KDC 700 DDC 400