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ERIC Number: EJ1135663
Record Type: Journal
Publication Date: 2016
Pages: 21
Abstractor: As Provided
ISSN: EISSN-1642-1027
Planning Future Instructional Programs through Computerized L2 Dynamic Assessment
Ebadi, Saman; Saeedian, Abdulbaset
Teaching English with Technology, v16 n4 p12-32 2016
Dynamic Assessment (DA) is a postmodern notion in testing which sees instruction and assessment as inextricably mingled contending that learners will progress if provided with dynamic interactions. The main purpose of the study is to see if the scores generated by the computerized dynamic assessment (C-DA) which is grounded in Vygotsky's theoretical framework in congruence with the concept of DA can lead to designing a syllabus which results in the participants' reading comprehension development. In the present study, a total of 32 Iranian EFL undergraduates from a university in Iran were selected on the availability basis. The study made use of the interventionist approach (the same mediation for all individual learners) to DA due to a two-fold aim: being more economically-supported and owing to its feasibility in focusing on larger cohorts of individuals. Investigating the learners' generated scoring profiles through CDA revealed that not only did the learners have varying problem areas but also they needed different amount of mediation for identical test items. These profiles reiterated the fact that learners with different zones of proximal development (ZPDs) require customized instructional programs to reflect their individualized needs.
IATEFL Poland Computer Special Interest Group / University of Nicosia / Maria Curie-Sklodowska University. Ul. J. Sowinskiego 17, 20-041 Lublin, Poland. Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Iran
Grant or Contract Numbers: N/A