Importance Of Dynamic Assessment

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Dynamic assessment (DA) is not a recent concept, derived from Russian psychologist L.S. Vygotsky’s theories. According to Lantolf & Poehner (2004), DA follows the theory of mind and in particular zone of proximal development (ZPD) proposed by Vygotsky (1978) who focused on important role of social interactions in higher cognitive achievement and, as stated in shabani (2018), defined ZPD as that level of potential development which is just above the current unaided performance ability of the learners and can be revealed through appropriate guidance of a tutor or more skillful peers (Vygotsky, 1978). In L2 context, applying Vygotsky’s view, the main preference of Dynamic Assessment is providing intentional mediation and support to uncover …show more content…

Accordingly, the activities and assessments were also classroom based due to social and physical characteristics of the class. Emergence of Internet as a popular instrument for communication and exchanging information as well as innovation of new technological devices including personal computers and smart phones has led to the invention of different applications and programs for the purpose of language teaching, learning and testing. Furthermore, the facility of online connections has made it possible for teachers and learners to have online classes instead of face to face classes. In this situation, applying computer facilities in L2 context known as Computer Assisted Learning Language (CALL) (Richards & Schmidt, 2014) is considerably increasing to improve different language skills and subskills. In addition, there are computer- based testing that tests are administered in computer environment or test items are presented to students using facilities of computer. (Richards & Schmidt, …show more content…

Research Hypothesis The research hypothesis in this study is:
RH. Computer assisted dynamic assessment does not affect EFL learners’ use of conjunctive discourse markers in their writing performance.

1.5. Definition of the Key Terms 1.5.1. Assessment Richards & Schmidt (2014) define assessment as “A systematic approach to collecting information and making inferences about the ability of a student or the quality or success of a teaching course on the basis of various sources of evidence.” (p.110). 1.5.2. Computer Assisted language learning (CALL) Richards & Schmidt (2014) define CALL as “The use of a computer in teaching or learning of a second or foreign language.” (p.110). This may be in the forms of: a) using facilities of computer to present some learning activities through other media. b) activities which are extension or adaptation of classroom based activities. c) activities which are unique to CALL. 1.5.4. Discourse Markers Carter & Fung (2007) defines DMs as “intra- sentential and supra- sentential linguistic units which fulfill a largely non- propositional and connective function at the level of discourse, (p.411)”. 1.5.3. Dynamic

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