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Interventionist vs. Interactionist Models of Dynamic Assessment (DA) in the EFL Classroom: Impacts on Speaking Accuracy and Fluency (SAF), Foreign Language Classroom Anxiety (FLCA), and Foreign Language Learning Motivation (FLLM)
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Ritonga, Mahyudin; Farhangi, Fariba; Ajanil, Bemnet; Farid Khafaga, Ayman – Language Testing in Asia, 2022
In spite of their pivotal role in language learning, psychological variables involved in language learning have received less attention in empirical research. Therefore, this paper tried to inspect the effects of interventionist DA, interactionist DA, and non-DA on EFL students' SAF, FLCA, and FLLM. To achieve this goal, 78 respondents were chosen…
Descriptors: English (Second Language), Second Language Instruction, Alternative Assessment, Anxiety
Portfolios versus Exams: A Study to Gauge the Better Student Assessment Tool
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Rafe S. Zaabalawi; Jawad Zaabalawi – Language Testing in Asia, 2024
Portfolio assessment is a method used by teachers to evaluate their students' academic performance by giving them several assignments and/or projects to work on during the semester. This is one alternative to exams which are an assessment tool seldom questioned for its validity and efficacy. This study seeks to scrutinize both of the mentioned…
Descriptors: Student Evaluation, Portfolios (Background Materials), Student Attitudes, Mental Health
Effects of Concurrent and Cumulative Group Dynamic Assessments on EFL Learners' Development of Reading Comprehension Micro-Skills
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Zadkhast, Mahtab; Rezvani, Ehsan; Lotfi, Ahmad Reza – Language Testing in Asia, 2023
The current study set out to investigate the effects of concurrent group dynamic assessment (GDA) and cumulative GDA on Iranian EFL learners' development of reading comprehension micro-skills. To this end, a convenience sample of 60 intermediate undergraduate EFL university students that were selected based on the results of a placement test and…
Descriptors: Foreign Countries, English (Second Language), Second Language Learning, Undergraduate Students
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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Ghahderijani, Behnoosh Heshmat; Namaziandost, Ehsan; Tavakoli, Mona; Kumar, Tribhuwan; Magizov, Rustem – Language Testing in Asia, 2021
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…
Descriptors: Foreign Countries, Alternative Assessment, Group Testing, Computer Assisted Testing
A Phenomenographic Study on Language Assessment Literacy: Hearing from Iranian University Teachers
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Rezai, Afsheen; Alibakhshi, Gudarz; Farokhipour, Sajjad; Miri, Mowla – Language Testing in Asia, 2021
This study aims to disclose the Iranian university teachers' perceptions of the fundamentals of language assessment literacy (LAL). To this aim, using purposive sampling, eighteen university teachers from two Iranian universities were invited to participate in semi-structured interviews. Their viewpoints were audio-recorded, transcribed, and…
Descriptors: Foreign Countries, Phenomenology, Alternative Assessment, Testing Problems
Differential Impacts of E-Portfolio Assessment on Language Learners' Engagement Modes and Genre-Based Writing Improvement
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Pourdana, Natasha; Tavassoli, Kobra – Language Testing in Asia, 2022
Portfolio assessment (PA) as an assessment "for" learning (AfL) alternative has been under-represented in second/foreign language acquisition (SLA) research literature. This study examined the potential impacts of electronic PA (e-PA) on English-as-a-Foreign-Language (EFL) learners' engagement modes in descriptive and narrative genres of…
Descriptors: Electronic Publishing, Portfolio Assessment, Portfolios (Background Materials), College Students
A Case for the Use of the Ability-In Language User-In Context Orientation in Game-Based Assessment
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Lay, Alexandra; Patton, Elizabeth; Chalhoub-Deville, Micheline – Language Testing in Asia, 2017
Dynamic assessments in general, and game-based assessment (GBA) specifically, compel us to rethink prevailing language testing conceptualizations of context. Context has traditionally been portrayed with a cognitive orientation, which focuses on static abilities, ignores complex interactions, devalues the role of tasks in determining scores, and…
Descriptors: Alternative Assessment, Game Based Learning, Evaluation Methods, Language Tests
Assessing English Reading Comprehension by Chinese EFL Learners in Computerized Dynamic Assessment
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Yang, Yanfeng; Qian, David D. – Language Testing in Asia, 2017
Background: Predicated on Vygotsky's zone of proximal development (ZPD), dynamic assessment (DA) integrates teaching with assessment in a single activity by providing mediation to help learners perform beyond their independent functioning and simultaneously promote learner development. It advantages over traditional psychometric tests in that DA…
Descriptors: Reading Comprehension, Alternative Assessment, Student Evaluation, Evaluation Methods