The comparative effect of group dynamic assessment (GDA) and computerized dynamic assessment (C-DA) on Iranian upper-intermediate EFL learners’ speaking complexity, accuracy, and fluency (CAF)

This study attempted to check the impact of two dynamic assessment (DA) models on speaking CAF. DA, as opposed to static assessment, is conceived as an interactive approach to assessment that integrates teaching and testing into a unified instructional engagement. To achieve the goals of this resear...

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Bibliographic Details
Published in:Language Testing in Asia 2021-11, Vol.11 (1), p.1-20, Article 25
Main Authors: Ghahderijani, Behnoosh Heshmat, Namaziandost, Ehsan, Tavakoli, Mona, Kumar, Tribhuwan, Magizov, Rustem
Format: Article
Language:English
Subjects:
Accuracy
Advanced Students
Alternative Assessment
Assessment
Computer Assisted Testing
Control Groups
Cooperation
Data Analysis
Difficulty Level
Dynamic assessment
Education
English (Second Language)
English as a second language
English as a second language instruction
English as a second language learning
English Language Learners
Fluency
Foreign Countries
Group dynamics
Group Testing
Language
Language assessment
Language Education
Language Fluency
Language Tests
Learning
Males
Mediation
Problem solving
Second Language Learning
Speaking accuracy
Speaking complexity
Speaking fluency
Spoken language
Students
Teachers
Teaching
Testing and Evaluation
Zone of proximal development
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Summary:This study attempted to check the impact of two dynamic assessment (DA) models on speaking CAF. DA, as opposed to static assessment, is conceived as an interactive approach to assessment that integrates teaching and testing into a unified instructional engagement. To achieve the goals of this research, a convenience sample of 90 upper-intermediate male EFL learners that were randomly assigned into GDA, a C-DA, and a non-DA control group participated in the study. Before carrying out the treatment, a speaking pretest was administered to all three groups and their CAF scores were collected. Following that, the treatment using the aforementioned DA and non-DA conventional models was completed in 16 sessions. To check the impact of the treatment, a speaking post-test was given to the groups at the end of the study. Data analysis using ANOVA showed that C-DA and G-DA could significantly increase speaking CAF than the conventional non-DA instruction with C-DA being significantly better than G-DA. The results of this research propose that implementing DA, especially C-DA by the teachers, can enhance the speaking CAF of the L2 learners.
ISSN:2229-0443
2229-0443
DOI:10.1186/s40468-021-00144-3