The comparative effect of group dynamic assessment (GDA) and computerized dynamic assessment (C-DA) on Iranian upper-intermediate EFL learners’ speaking complexity, accuracy, and fluency (CAF)

Abstract This study attempted to check the impact of two dynamic assessment (DA) models on speaking CAF. DA, as opposed to static assessment, is conceived as an interactive approach to assessment that integrates teaching and testing into a unified instructional engagement. To achieve the goals of th...

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Autores principales:	Behnoosh Heshmat Ghahderijani, Ehsan Namaziandost, Mona Tavakoli, Tribhuwan Kumar, Rustem Magizov
Formato:	article
Lenguaje:	EN
Publicado:	SpringerOpen 2021
Materias:	Dynamic assessment Speaking complexity Speaking accuracy Speaking fluency Zone of proximal development Language and Literature P
Acceso en línea:	https://doaj.org/article/48768a812f1545e282b1307633a82653
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spelling	oai:doaj.org-article:48768a812f1545e282b1307633a826532021-11-14T12:24:50ZThe comparative effect of group dynamic assessment (GDA) and computerized dynamic assessment (C-DA) on Iranian upper-intermediate EFL learners’ speaking complexity, accuracy, and fluency (CAF)10.1186/s40468-021-00144-32229-0443https://doaj.org/article/48768a812f1545e282b1307633a826532021-11-01T00:00:00Zhttps://doi.org/10.1186/s40468-021-00144-3https://doaj.org/toc/2229-0443Abstract This study attempted to check the impact of two dynamic assessment (DA) models on speaking CAF. DA, as opposed to static assessment, is conceived as an interactive approach to assessment that integrates teaching and testing into a unified instructional engagement. To achieve the goals of this research, a convenience sample of 90 upper-intermediate male EFL learners that were randomly assigned into GDA, a C-DA, and a non-DA control group participated in the study. Before carrying out the treatment, a speaking pretest was administered to all three groups and their CAF scores were collected. Following that, the treatment using the aforementioned DA and non-DA conventional models was completed in 16 sessions. To check the impact of the treatment, a speaking post-test was given to the groups at the end of the study. Data analysis using ANOVA showed that C-DA and G-DA could significantly increase speaking CAF than the conventional non-DA instruction with C-DA being significantly better than G-DA. The results of this research propose that implementing DA, especially C-DA by the teachers, can enhance the speaking CAF of the L2 learners.Behnoosh Heshmat GhahderijaniEhsan NamaziandostMona TavakoliTribhuwan KumarRustem MagizovSpringerOpenarticleDynamic assessmentSpeaking complexitySpeaking accuracySpeaking fluencyZone of proximal developmentLanguage and LiteraturePENLanguage Testing in Asia, Vol 11, Iss 1, Pp 1-20 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	Dynamic assessment Speaking complexity Speaking accuracy Speaking fluency Zone of proximal development Language and Literature P
spellingShingle	Dynamic assessment Speaking complexity Speaking accuracy Speaking fluency Zone of proximal development Language and Literature P Behnoosh Heshmat Ghahderijani Ehsan Namaziandost Mona Tavakoli Tribhuwan Kumar Rustem Magizov The comparative effect of group dynamic assessment (GDA) and computerized dynamic assessment (C-DA) on Iranian upper-intermediate EFL learners’ speaking complexity, accuracy, and fluency (CAF)
description	Abstract This study attempted to check the impact of two dynamic assessment (DA) models on speaking CAF. DA, as opposed to static assessment, is conceived as an interactive approach to assessment that integrates teaching and testing into a unified instructional engagement. To achieve the goals of this research, a convenience sample of 90 upper-intermediate male EFL learners that were randomly assigned into GDA, a C-DA, and a non-DA control group participated in the study. Before carrying out the treatment, a speaking pretest was administered to all three groups and their CAF scores were collected. Following that, the treatment using the aforementioned DA and non-DA conventional models was completed in 16 sessions. To check the impact of the treatment, a speaking post-test was given to the groups at the end of the study. Data analysis using ANOVA showed that C-DA and G-DA could significantly increase speaking CAF than the conventional non-DA instruction with C-DA being significantly better than G-DA. The results of this research propose that implementing DA, especially C-DA by the teachers, can enhance the speaking CAF of the L2 learners.
format	article
author	Behnoosh Heshmat Ghahderijani Ehsan Namaziandost Mona Tavakoli Tribhuwan Kumar Rustem Magizov
author_facet	Behnoosh Heshmat Ghahderijani Ehsan Namaziandost Mona Tavakoli Tribhuwan Kumar Rustem Magizov
author_sort	Behnoosh Heshmat Ghahderijani
title	The comparative effect of group dynamic assessment (GDA) and computerized dynamic assessment (C-DA) on Iranian upper-intermediate EFL learners’ speaking complexity, accuracy, and fluency (CAF)
title_short	The comparative effect of group dynamic assessment (GDA) and computerized dynamic assessment (C-DA) on Iranian upper-intermediate EFL learners’ speaking complexity, accuracy, and fluency (CAF)
title_full	The comparative effect of group dynamic assessment (GDA) and computerized dynamic assessment (C-DA) on Iranian upper-intermediate EFL learners’ speaking complexity, accuracy, and fluency (CAF)
title_fullStr	The comparative effect of group dynamic assessment (GDA) and computerized dynamic assessment (C-DA) on Iranian upper-intermediate EFL learners’ speaking complexity, accuracy, and fluency (CAF)
title_full_unstemmed	The comparative effect of group dynamic assessment (GDA) and computerized dynamic assessment (C-DA) on Iranian upper-intermediate EFL learners’ speaking complexity, accuracy, and fluency (CAF)
title_sort	comparative effect of group dynamic assessment (gda) and computerized dynamic assessment (c-da) on iranian upper-intermediate efl learners’ speaking complexity, accuracy, and fluency (caf)
publisher	SpringerOpen
publishDate	2021
url	https://doaj.org/article/48768a812f1545e282b1307633a82653
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The comparative effect of group dynamic assessment (GDA) and computerized dynamic assessment (C-DA) on Iranian upper-intermediate EFL learners’ speaking complexity, accuracy, and fluency (CAF)

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