The Impact of Dynamic Assessment on Secondary School EFL Learners’ Speaking Skill
Özet
Dynamic assessment based on Vygotsky's sociocultural theory has recently
begun to be used in the field of second language acquisition and learning. Thus,
this study aims to investigate the effect of dynamic assessment on the speaking
skills of secondary school EFL learners. Regarding the gap in the literature,
secondary school students were included in the current study. Following a mixed
method, this study includes both qualitative and quantitative data. The data consists
of speaking tests, an open-ended questionnaire, and an unstructured interview. 10
secondary school EFL learners participated in the study and the participants were
divided into two groups: experimental and control group. The study consists of three
stages: Pretest- DA Speaking Tests- and Posttest. Participants’ speaking skills were
assessed based on their narration of short English stories. At the end of the whole
process, the scores obtained as a result of the tests were compared statistically.
Quantitative data results proved that the experimental group displayed better
development in speaking skills than the control group. The researcher also gave an
open-ended questionnaire to the experienced teacher and asked him to evaluate
the progress of the participants. The teacher's answers were also in line with the
quantitative data and indicated that the experimental group performed better. In the
last stage, unstructured interviews were conducted with the experimental group
participants to evaluate the process. At the end of these interviews, it was concluded
that the participants were satisfied with the process and that the process positively
affected their development.
