You are here

Home » Content

Exploring transcendence in EFL learners’ reading comprehension through computerized dynamic assessment

Journal Name:

  • Iranian Journal of Language Teaching Research

Publication Year:

  • 2016

Key Words:

Author NameUniversity of AuthorFaculty of Author
Abstract (2. Language): 
Derived from Vygotsky’s works, dynamic assessment (DA) enables learners to move beyond their current level of functioning through offering needs-sensitized mediation. This study aimed at exploring the learners’ development in novel and increasingly more challenging situations called transcendence (TR) in an L2 context focusing on reading comprehension through computerized dynamic assessment (CDA). An overall number of 32 BA TEFL advanced students were selected from among undergraduates of a university in Iran to participate in this study. To fulfil the purpose of the study, the researchers developed Computerized Dynamic Reading Assessment to examine Transcendence (CDRAT) software which included reading comprehension CDA tests. To monitor the maintenance of learning in different time intervals, two software programs named CDRAT1 and CDRAT2 were utilized in specific time intervals after the posttest. The results indicated that not only did increased task complexity not lead to regression of students’ development, but also it had an effect on enhancing their development. Thus, transcendence had an effect on the generalizability of the contentions to a great extent. In conclusion, it was disclosed that there is no endpoint to progress and merely gaining a low or high score should not be interpreted as the inability of a special learner to surpass. This would more reinforce the need for applying TR in other future DA studies.
Bookmark/Search this post with
FULL TEXT (PDF): 
PDF icon arastirmax-exploring-transcendence-efl-learners-reading-comprehension-through-computerized-dynamic-assessment.pdf
  • 1
27
45
  • English

REFERENCES

References: 

Aljaafreh, A., & Lantolf, J.P. (1994). Negative feedback as regulation and second language learning in the zone of proximal development. The Modern Language Journal, 78, 465-483.
Ableeva, R. (2010). Dynamic Assessment of listening comprehension in second language learning (Doctoral dissertation, Pennsylvania State University).
Azabdaftari, B. (2013 a). An explication of concordance between man’s mental structure and the narrative structure in the light of Vygotsky’s SCT. Iranian Journal of Language Teaching Research, 1(3), 45-51.
Azabdaftari, B. (2013 b). On the implications of Vygotskian concepts for second language teaching. Iranian Journal of Language Teaching Research, 1(2), 99-114.
Birjandi, P., & Ebadi, S. (2012). Microgenesis in dynamic assessment of L2 learners’ socio-cognitive development via web 2.0. Procedia-Social and Behavioral Sciences, 32, 34-39.
Cronbach, L. J. (1990). Essentials of Psychological Testing (5th ed.).New York: Harper & Row.
Iranian Journal of Language Teaching Research 4(1), (Jan., 2016) 27-45 43
Ebadi, S. (2014). L2 Private Speech in Online Dynamic Assessment: A Sociocultural Perspective. Iranian Journal of Applied Linguistics, 17(1), 49-70.
Farhadi, H., Jafarpur, A., & Birjandi, P. (1994). Testing language skills: From theory to practice. Tehran: SAMT.
Farr, J. N., Jenkins, J. J., & Paterson, D. G. (1951). Simplification of Flesch Reading Ease Formula. Journal of applied psychology, 35(5), 333- 337.
Feuerstein, R., Rand, Y., & Rynders, J. E. (1988). Don’t Accept Me as I Am. Helping Retarded Performers Excel. New York: Plenum.
Hernández-Murillo, R., & Shell, H. (2014). The Rising Complexity of the FOMC Statement.
Economic Synopses, 23. Available at: http://research.stlouisfed.org/publications/es/article/10252.
Kozulin, A., & Garb, E. (2002). Dynamic assessment of EFL text comprehension of at-risk students. School Psychology International, 23(1), 112-127.
Lantolf, J.P. (Ed.). (2000). Sociocultural Theory and Second Language Learning. Oxford: Oxford University Press.
Lantolf, J. P. (2006). Sociocultural theory and L2: State of the art. Studies in Second Language Acquisition, 28(1), 67-109.
Lantolf, J. P., & Poehner, M. E. (2004). Dynamic assessment of L2 development: bringing the past into the future. Journal of Applied Linguistics, 1(2), 49-72.
Lantolf, J. P., & Poehner, M. E. (2011). Dynamic assessment in the classroom: Vygotskian praxis for second language development. Language Teaching Research, 15(1), 11-33.
Lantolf, J. P., & Poehner, M. E. (2013). The unfairness of equal treatment: objectivity in L2 testing and dynamic assessment. Educational Research and Evaluation, 19(2-3), 141-157.
Lidz, C. S., & Gindis, B. (2003). Dynamic assessment of the evolving cognitive functions in children. In Vygotsky’s Educational Theory in Cultural Context. A. Kozulin, B. Gindis, V. S. Ageyev, S. M. Miller (Eds.). Cambridge: Cambridge University Press.
Lidz, C. S., & Macrine, S. L. (2002). An alternative approach to the identification of gifted culturally and linguistically diverse learners, the contribution of dynamic assessment. Mensa Research Journal, 33, 15-35.
Linn, R. L. (2000). Assessments and accountability. Educational researcher, 29(2), 4-16.
Lynch, B. K. (2001). Rethinking assessment from a critical perspective. Language Testing, 18(4), 351-372.
McNamara, T. (2001). Language assessment as social practice: Challenges for research. Language Testing, 18(4), 333-349.
44 S. Ebadi & A. Saeedian/Exploring transcedence in …
Moss, P. A. (1996). Enlarging the dialogue in educational measurement: Voices from interpretive research traditions. Educational Researcher, 25(1), 20-29.
Oskoz, A. (2005). Students' dynamic assessment via online chat. CALICO Journal, 22(3), 513-536.
Pichert, J. W., & Elam, P. (1985). Readability formulas may mislead you. Patient Education and Counseling, 7(2), 181-191.
Pishghadam, R., & Barabadi, E. (2012). Constructing and Validating Computerized Assessment of L2 Reading Comprehension. Iranian Journal of Applied Linguistics, 15(1), 73-95.
Pishghadam, R., Barabadi, E., & Kamrood, A. M. (2011). The Differing Effect of Computerized Dynamic Assessment of L2 Reading Comprehension on High and Low Achievers. Journal of Language Teaching & Research, 2(6), 1353-1358.
Poehner, M. E. (2011). Dynamic Assessment: Fairness through the prism of mediation. Assessment in Education: Principles, Policy & Practice, 18(2), 99-112.
Poehner, M, E. (2008). Dynamic Assessment: A Vygotskian Approach to Understanding and promoting L2 development. USA. Springer Science.
Poehner, M. E. (2007). Beyond the test: L2 dynamic assessment and the transcendence of mediated learning. The Modern Language Journal, 91(3), 323-340.
Poehner, M. E. (2005). Dynamic assessment of oral proficiency among advanced L2 learners of French. Unpublished dissertation. Pennsylvania State University, University Park.
Poehner, M. E., Zhang, J., & Lu, X. (2014). Computerized dynamic assessment (C-DA): Diagnosing L2 development according to learner responsiveness to mediation. Language Testing, Special Issue, 1-21.
Poehner, M. E., & Lantolf, J. P. (2013). Bringing the ZPD into the equation: Capturing L2 development during Computerized Dynamic Assessment (C-DA). Language Teaching Research, 17(3), 1-21.
Poehner, M. E., & Lantolf, J. P. (2010). Vygotsky's teaching-assessment dialectic and L2 education: The case for dynamic assessment. Mind, Culture, and Activity, 17(4), 312-330.
Shabani, K. (2012). Dynamic assessment of L2 learners’ reading comprehension processes: A Vygotskian perspective. Procedia-Social and Behavioral Sciences, 32, 321-328.
Shohamy, E. G. (2001). The power of tests: A critical perspective on the uses of language tests. Pearson Education.
Shohamy, E. L. A. N. A. (1998). Inside the “black box” of classroom language tests. Studia Anglica Posnaniensia, 33, 343-352.
Teo, A. (2012). Promoting EFL Students’ Inferential Reading Skills through Computerized Dynamic Assessment. Language Learning & Technology, 16(3), 10-20.
Iranian Journal of Language Teaching Research 4(1), (Jan., 2016) 27-45 45
Teo, A. (2014). Beyond Traditional Testing: Exploring the Use of Computerized Dynamic Assessment to Improve EFL Learners' Reading. Arab World English Journal, 5(1), 42-58.
Tzuriel, D., & Shamir, A. (2002). The effects of mediation in computer assisted dynamic assessment. Journal of Computer Assisted Learning, 18, 21–32.
Vygotsky, L. S. (1978). Mind and society: The development of higher mental processes. MA: Harvard University.
Wang, L. W., Miller, M. J., Schmitt, M. R., & Wen, F. K. (2013). Assessing readability formula differences with written health information materials: application, results, and recommendations. Research in Social and Administrative Pharmacy, 9(5), 503-516.
Wertsch, J.V. (1985). Vygotsky and the Social Formation of Mind. Cambridge, MA: Harvard University Press.

Thank you for copying data from http://www.arastirmax.com