An Investigation into EFL Learners’ Perspectives Towards Dynamic Assessment

Özturan, Tuba; Uysal, Hacer Hande and Shrestha, Prithvi N. (2023). An Investigation into EFL Learners’ Perspectives Towards Dynamic Assessment. In: Chong, Sin Wang and Reinders, Hayo eds. Innovation in Learning-Oriented Language Assessment. New Language Learning and Teaching Environments. Cham: Palgrave Macmillan, pp. 63–79.



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.

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