|
UPSI Digital Repository (UDRep)
|
|
| ||||||||||||||||||||||
| Abstract : Universiti Pendidikan Sultan Idris |
| The primary goal of teaching a language is to ensure learners can communicate in the target language successfully. In order to completely acquire a language, learners need to ensure effective acquisition of speaking skills. Hence, an appropriate assessment is required as it will enable learners to learn better. The objective of this literature review was to scrutinize the potential of dynamic assessment when implemented in EFL speaking classrooms. Also, to identify a common structure which aids educators in the process of teaching speaking skills to EFL learners. The present study reviewed five international peer-reviewed articles published within past five years. All the articles were testing the effects of dynamic assessment in EFL speaking context specifically. The findings suggest that dynamic assessment can be used in an EFL classroom setting to promote development of learner’s speaking skills. In addition to that, it was also concluded that EFL learners respond positively to dynamic assessment when the interactionist approach structure is applied in speaking classrooms.
|
| References |
Antón, M. (2009). Dynamic assessment of advanced second language learners. Foreign Language Annals, 42(3), 576-598. Bekka, K.G. (2010). Dynamic assessment for learning potential: A shift in the focus and practice of evaluating Japanese oral proficiency. Japanese Journal of Education,10, 53-66. Black, P., & William, D. (2018). Classroom assessment and pedagogy. Assessment in Education: Principles, Policy & Practice, 25(6), 551–575. https://doi.org/10.1080/0969594X.2018.1441807 Brown, H. D. (2007). Teaching by Principles. (3rd ed.). London: Longman. Carter, R., & Nunan, D. (2004). Teaching English to speakers of other languages. Cambridge:Cambridge. Crick, R. D., & Yu, G. (2008). Assessing learning dispositions: Is the effective lifelong learning inventory valid and reliable as a measurement tool? Educational Research, 50(4), 387–402. https://doi.org/10.1080/ 00131880802499886 Daneshfar, S., & Moharami, M. (2018). Dynamic Assessment in Vygotsky’s Sociocultural Theory: Origins and Main Concepts. Journal of Language Teaching and Research,9(3), 600–607. https://doi.org/10.17507/jltr.0903.20 Ellis, R., & Barkhuizen, G. (2005). Analyzing learner language. Oxford University Press. Fahmi, F., Pratolo, B. W., & Zahruni, N. A. (2020). Dynamic assessment effect on speaking performance of Indonesian EFL learners. International Journal of Evaluation and Research in Education (IJERE), 9(3), 778–790. Feuerstein, R., & Feuerstein R. S. (2001). Is dynamic assessment compatible with the psychometric model? In A. S. Kaufman, & N. L. Kaufman (Eds.), Specific learning disabilities and difficulties in children and adolescents: Psychological assessment and evaluation (pp. 218-246). New York: CUP. Fulcher, G. (2003). Testing second language speaking. London: Longman/Pearson Education. Gaillard, S. (2014). The Elicited Imitation Task as a method for French proficiency assessment in institutional and research settings. (Unpublished doctoral dissertation), University of Illinois, Urbana-Champaign, Illinois. Gutierrez, V. F. (2000). Dynamic assessment: An approach to assessing children’s language learning potential. Seminars in Speech and Language, 21(3), 214-223. Hedge, T. (2008). Teaching and learning in the language classroom. Oxford: Oxford University Press. Ho, Y. Y. C. (2020). Communicative language teaching and English as a foreign language undergraduates’ communicative competence in Tourism English. Journal of Hospitality, Leisure, Sport & Tourism Education, 27, 100271. Karami, A., Howlett, M. K., & Bowles, A. F. (2019). Implementing dynamic assessment in assessing vocabulary development: what the literature says. I-Manager’s Journal on English Language Teaching, 9(2), 52–59. https://doi.org/10.26634/jelt.9.2.15518 Khamkhien, A. (2010). Teaching English Speaking and English Speaking Tests in the Thai Context: A Reflection from Thai Perspective. English Language Teaching, 3(1), 184-190. Khoshsima, H., & Farrokhipour, S. (2016). The role of different models of dynamic assessment on promoting speaking. International Journal Of Humanities And Cultural Studies, 2(4), 586–600. Kozulin, A. (2001). Mediated learning experience and cultural diversity Paper presented at the Unlocking The Human Potential Conference (August 18-20, 2001), Royal Crown Conference Centre, Winnipeg, Manitoba, Canada. Retrieved from http://www.umanitoba.ca/unevoc/conference/papers /kozulin.pdf Kozulin, A., & Garb, E. (2002). Dynamic assessment of EFL text comprehension. School Psychology International, 23(1), 112-127. Kozulin, A., & Pressisen, B. Z. (1995). Mediated learning experience and psychological tools:Vygotsky’s and Feuerstein’s perspectives in a study of student learning. Educational Psychologist, 30(2), 67-75. Leong, L. M., & Ahmadi, S. M. (2017). An Analysis of Factors Influencing Learners’ English Speaking Skill. International Journal of Research in English Education, 2(1), 34–41. http://ijreeonline.com/files/site1/user_files_68bcd6/eng/sma1357-A-10-26-1-fefa0eb.pdf Lidz, C. S., & Gindis, B. (2003). Dynamic assessment of the evolving cognitive functions in children. Vygotsky’s educational theory in cultural context, 99-116. Lin, Z. (2010). Interactive dynamic assessment with children learning EFL in kindergarten. Early Childhood Education Journal, 37(4), 279. Nasab, F. G. (2015). Alternative versus Traditional Assessment. Journal of Applied Linguistics and Language Research, 2(6), 165–178. http://www.jallr.com/index.php/JALLR/article/viewFile/136/pdf136 Poehner, M. E. (2008). Dynamic Assessment: A Vygotskian approach to understanding and promoting second language development. Berlin: Springer Publishing. Poehner, M., & Lantolf, J. P. (2005). Dynamic assessment in the language classroom. Language Teaching Research, 9(3), 233–265. Rahimi, M., & Zhang, L. J. (2015). Exploring non-native English-speaking teachers' cognitions about corrective feedback in teaching English oral communication. System, 55, 111-122. Richards, J. C. (2006). Communicative language teaching today. New York: Cambridge University Press. Safa, M. A., Donyaie, S., & Mohammadi, R. M. (2015). An Investigation into the Effect of Interactionist versus Interventionist Models of Dynamic Assessment on Iranian EFL Learners’ Speaking Skill Proficiency. Teaching English Language, 9(2), 147–166. Safdari, M., & Fathi, J. (2020). Investigating the role of dynamic assessment on speaking accuracy and fluency of pre-intermediate EFL learners. Cogent Education, 7(1), 1818924. Safdari, M., & Fathi, J. (2020). Investigating the role of dynamic assessment on speaking accuracy and fluency of pre-intermediate EFL learners. Cogent Education, 7(1), 1818924. https://doi.org/10.1080/2331186X.2020.1818924 Salehi, H., Ebrahimi, M., Sattar, S., & Shojaee, M. (2015). Relationship between EFL Learners’ Autonomy and Speaking Strategies They Use in Conversation Classes. Advances in Language and Literary Skills, 6(2), 2203–4714. https://doi.org/10.7575/aiac.alls.v.6n.2p.37 Simpson, J. (2006). Differing expectations in the assessment of the speaking skills of ESOL learners. Linguistics and Education, 17(1), 40-55. Siwathaworn, P., & Wudthayagorn, J. (2018). The impact of dynamic assessment on tertiary EFL students’ speaking skills. The Asian Journal of Applied Linguistics, 5(1), 142–155. Tuan, N. H., & Mai, T. N. (2015). Factors affecting students’ speaking performance at Le Thanh Hien high school. Asian Journal of Educational Research, 3(2), 8–23. http://www.multidisciplinaryjournals.com/wp-content/uploads/2015/03/FACTORSAFFECTING-STUDENTS%E2%80%99-SPEAKING.pdf Tzuriel, D. (2000). Dynamic assessment of young children: Educational and intervention perspectives. Educational Psychology Review, 12(4), 385-435 Tzuriel, D. (2000). Dynamic assessment of young children: Educational and intervention perspectives. Educational Psychology Review, 12(4), 385-435. Ur, P. (1996). A course in language teaching: Practice and theory. Ernst Klett Sprachen. Veresov, N. (2004). Zone of proximal development (ZPD): the hidden dimension? Language as culture tensions in time and space, 1, 13-30. Zughoul, M. R. (2003). Globalization and EFL/ESL pedagogy in the Arab world. Journal of Language and Learning, 1(2), 106-140.
|
| This material may be protected under Copyright Act which governs the making of photocopies or reproductions of copyrighted materials. You may use the digitized material for private study, scholarship, or research. |