Exploring the Effects of Online Dynamic Assessment on Improving Elementary Grade Four Students’ Writing Skills
Dynamic assessment, rooted in the concept of Zone of Proximal Development (Vygotsky, 1978), is an approach to mingle simultaneously teaching and assessment so as to improve the student learning in a supportive context. The available literature reveals that the effects of dynamic assessment on the development of students’ first language writing ability are under-researched. Therefore, the current study which is a quasi-experimental design (pre-test, intervention, post-test, delayed post-test) aimed at exploring the impact of online dynamic assessment on the development of elementary fourth-grade students’ writing ability. The participants included two intact fourth-grade classes which randomly selected at an elementary state school in Korram Abad City and randomly assigned as experimental and control groups. The collected data were analyzed using one-way ANCOVA. Results revealed that there was a statistically significant difference between the experimental and control groups on the immediate and delayed post-tests. In addition, the findings indicated that the experimental group outperformed the control group on the delayed post-test. Finally, in light of the theoretical foundations of Sociocultural theory, the results are discussed and a range of pedagogical implications are suggested.
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To Boldly Go in Distance Language Learning: A Picture of Nexus Between Academic Resilience, Academic Buoyancy, Learner Self-Efficacy, Learner Enjoyment, and Academic Well-Being
*, Tahereh Heydarnejad, Afsheen Rezai, Hossein Kargar Behbahani
Teaching English Language, Winter and Spring 2025 -
Psychology of the Colors in the Work Books and Its Influence on EFL Learners’ Creativity, Enjoyment, and Language Growth
*, Hossein Kargar Behbahani, Tahereh Heydarnejad
Journal of new advances in English Language Teaching and Applied Linguistics, Summer and Autumn 2023