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The Impact of Online Dynamic Assessment on the Development of EFL Students' Speaking Skills: A Comparison of Online Synchronous and Asynchronous DA Sessions

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Haez, Saba Ghanbari; Delfani, Mahtab – International TESOL Journal, 2022

The current paper examined the impact of Dynamic Assessment (DA) on the speaking skills of EFL learners applying socio-cultural theory, which was developed by Vygotsky (1934). The study also tried to compare the results from online synchronous DA sessions, which were done in the form of one-to-one online training over Google Meet, with the results…

Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Comparative Analysis

Which Segmental Features Matter for Successful L2 Comprehensibility? Revisiting and Generalizing the Pedagogical Value of the Functional Load Principle

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Suzukida, Yui; Saito, Kazuya – Language Teaching Research, 2021

Building up on Munro and Derwing, the current study set out to re-examine and generalize the Functional Load (FL) principle (Brown, 1988) as a tool to identify a set of relatively crucial segmental features for successful understanding in L2 communication. In Experiment 1, 40 Japanese learners of English in English-as-Foreign-Language settings…

Descriptors: Second Language Learning, Second Language Instruction, English (Second Language), Listening Comprehension

Does a Speaking Task Affect Second Language Comprehensibility?

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Crowther, Dustin; Trofimovich, Pavel; Isaacs, Talia; Saito, Kazuya – Modern Language Journal, 2015

The current study investigated task effects on listener perception of second language (L2) comprehensibility (ease of understanding). Sixty university-level adult speakers of English from 4 first language (L1) backgrounds (Chinese, Romance, Hindi, Farsi), with 15 speakers per group, were recorded performing 2 tasks (IELTS long-turn speaking task…

Descriptors: Second Language Learning, Language Fluency, Pronunciation, Language Rhythm