Copy the page URI to the clipboard
Özturan, Tuba; Uysal, Hacer Hande and Shrestha, Prithvi N.
(2023).
DOI: https://doi.org/10.1007/978-3-031-18950-0_5
Abstract
This chapter reports on a study that examines English-as-a-foreign-language (EFL) learners’ perspectives towards Dynamic Assessment (DA) and their engagement with it in a university setting in Turkey. Learning-oriented assessment approaches have lately received growing attention, and DA which embeds learning into the assessment is one of them. Some influential studies examined L2 learners’ development over time, and a few studies demonstrated either learners’ or teachers’ perspectives on DA. Yet, more studies examining learner engagement with DA in different writing contexts are warranted. Driven by this gap, twenty-five EFL university students taking a Writing Skills course were recruited for this qualitative study. Each student was provided one-on-one interactive DA two times a week for ten weeks. For this chapter, we draw on audio recordings during DA/mediation sessions and semi-structured focused group interviews conducted in five groups in Turkish to explore students’ perspectives on DA and illustrate their engagement with DA. The preliminary moment-to-moment analysis of dialogic interactions revealed that mediational moves diverged according to each learner’s needs. The interview data also revealed three main themes consisting of several sub-themes. Notably, these themes that illustrated the students’ perspectives towards adopting DA in an EFL writing setting had a bidirectional relationship between teaching and assessment. The chapter will also highlight challenges faced while applying DA and implications for EFL writing teachers.
CORE (COnnecting REpositories)
CORE (COnnecting REpositories)
