Dr. Kiumars Razavipour & Afshin Rezaee
Shahid Chamran University of Ahvaz
Dynamic Assessment (DA), rooted in Zone of Proximal Development (ZPD) conceptualization (Vygotsky, 1978), has not been widely practiced by ESL/EFL teachers due to its applicability limitations in large classes. This study, therefore, explored the potential of Group-Dynamic Assessment (G-DA), as a novel approach to DA, to ameliorate this concern in populated classes. In order to achieve this goal, 15 second-grade female Iranian high school students, aged 15-17, participated in the study. They were instructed on the grammar points of the third-grade high school course book during ten one-hour sessions held twice a week. When the participants were receiving mediation from the teacher based on G-DA procedures, their interactions were meticulously audio-recorded. A number of episodes were selected, transcribed, and microgenetically analyzed. The results revealed that not only did G-DA have the potential for diagnosing developing abilities but it also could improve them in a much more efficient way. More importantly, it was demonstrated that if the principles and procedures of G-DA be utilized appropriately, it can be applicable and useful for L2 classes. The implications of the present study were discussed from sociocultural perspectives for both EFL teachers and learners.
The above abstract is part of the article which was accepted at The Second National Conference on English Studies and Linguistics (WWW.ELTL.IR) , 4-5 February 2016 , Iran-Ahwaz.