NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1201139
Record Type: Journal
Publication Date: 2019
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1750-1229
Enhancing L2 Learners' ZPD Modification through Computerized-Group Dynamic Assessment of Reading Comprehension
Bakhoda, Iman; Shabani, Karim
Innovation in Language Learning and Teaching, v13 n1 p31-44 2019
Following a suggestion by Poehner [2008. Dynamic Assessment: A Vygotskian Approach to Understanding and Promoting Second Language Development. Berlin: Springer] about the possible merger between group dynamic assessment (GDA) rooted in Vygotskian sociocultural theory (SCT) and computer testing, this study has decided to test the feasibility of computerized-group dynamic assessment (C-GDA) by means of a tailor-made computer software in the context of L2 reading comprehension. The software was programmed to present five reading comprehension texts alongside a range of prefabricated, implicit to explicit, mediations to measure and expand a group of students' zone of proximal development (ZPD). After presenting the text on the board, the mediator (teacher) began a series of interactions with the group to find out their ZPD level. When the students failed to reach the correct answer in each text, the computer offered a range of textual and visual mediations to assist him/her as the primary interactant and, then, the group as the secondary interactants. The results indicated the feasibility and applicability of employing C-GDA to the benefit of a group of students in the classroom context
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Iran