The Impact Of Dynamıc Assessment On Englısh Language Learners’ Wrıtıng Skıll
Özet
This study explored the impact of dynamic assessment/negotiated feedback and nonnegotiated feedback on EFL learners’ writing skills. Related studies have yielded that there
has been a need to adopt the Sociocultural Theory oriented feedback in L2 writing settings
since the assertion of one-corrective feedback type-fit-all learners and all error natures has
been criticized on some grounds. Instead, having a goal-oriented interaction with learners
on errors have been gaining importance. Moreover, scholars have spread the idea of
employing the present-to-future model of assessment to offer a fair assessment setting to
the learners. Heeding these needs and calls, dynamic assessment (DA) has appeared as
an alternative form of instruction and assessment. Within the scope of this mixed methods
research, one group was provided DA, whilst another group was provided non-negotiated
feedback. Initially, inferential statistical analyses yielded that both feedback approaches
helped the students write more accurate and fluent texts. Yet, the students who joined DA
sessions outperformed in the linguistic features in the long term. Then, dialogic interactions
between the teacher and the students were analyzed, and the findings illustrated that the
students might need different feedback for the same error nature, and different error natures
might be treated with divergent feedback types. To unearth these differences in detail, the
learners’ macrogenetic and microgenetic analyses were presented with mediational moves
and learner reciprocity acts. Lastly, the learners who were assisted with DA broadly
mentioned the benefits and drawbacks of DA and need to integrate DA in L2 writing classes
in interview sessions.
