Abstract

This study investigated the impact of interventionist (IV) versus interactionist (IA) dynamic assessment (DA) on improving EFL learners’
receptive grammatical knowledge. It also examined their attitude towards DA. The participants consisted of 35 intermediate EFL learners divided into two homogeneous experimental groups: IVG and IAG. During the six-session treatment period, the IVG studied grammar through pc-projection while receiving guidance ranging from implicit to explicit pre-established hints to the tests. However, the IAG was given the same instruction in the paper and pencil format while receiving unlimited unprepared hints to the tests in one-to-one interactions with the teacher. Finally, both groups took a grammar posttest similar to the pretest. The statistical analysis of the results indicated that both IVG and IAG had improved their knowledge of the target grammatical structures; nevertheless, the IAG had significantly outperformed the IVG on the posttest. Both groups demonstrated a positive attitude towards grammar learning through DA.

Published in: Canada International Conference on Education, 2018

  • Date of Conference: 25-28 June, 2018
  • DOI: 10.2053/CICE.2018.0085
  • Electronic ISBN: 978-1-908320-90-2
  • Conference Location: University of Toronto Mississauga, Canada