Implementation of corrective feedback in an English as a foreign language classroom through dynamic assessment
Abstract
The present study tried to investigate the effectiveness of the implementation of corrective feedback in the light of Dynamic Assessment (DA) techniques which are rooted in ZPD on Foreign language learners’ learning of reported speech structures. Two frameworks were used as the theoretical bases in this study; Lantolf and Aljaafreh’s regulatory scale (1994) and Feuerstein, Rand, and Rynders (1988) Mediated Learning Experience (MLE). Two intact English language classes in a language center (Isfahan-Iran) each having 15 students were randomly selected; one class was randomly regarded as the experimental group and the other one as the control group. The experimental group received DA-based treatment through the frameworks under focus in this study; however, the control group did not receive such treatment and followed the routines of the language center. The classes were tape recorded and were reviewed at the end of each session. After the instruction, the participants took two post-tests, i.e., one immediately after the treatment, and another one after two weeks. The data were then qualitatively analyzed after the transcription, and it was concluded that the amalgamation of DA framework and Corrective Feedback framework were effective in enhancing the participants’ learning reported speech structures, and a long term effect was also observed regarding the experimental group.
Keywords
Full Text:
PDFReferences
Ableeva, R. (2010). Dynamic assessment of listening comprehension in second language learning (Doctoral dissertation). The Pennsylvania State University, University Park, PA.
Ableeva, R. (2008). The effects of dynamic assessment on L2 listening comprehension. In J. P. Lantolf & M. E. Poehner (Eds.), Socio-cultural theory and the teaching of second languages, (pp. 57-86). London: Equinox Press.
Aljaafreh, A., & Lantolf, J.P. (1994). Negative feedback as regulation and second language learning in the zone of proximal development. Modern Language Journal, 78, 465-83.
Antón, M. (2003, March). Dynamic assessment of advanced foreign language learners. Paper presented at the American Association of Applied Linguistics, Washington, D.C.
Carroll, S., & Swain, M. (1993). Explicit and implicit negative feedback: An empirical study of the learning of linguistic generalizations. Studies in second language acquisition, 15, 357–6.
Cioffi, G., & Carney, J. (1983). Dynamic assessment of reading disabilities. The Reading Teacher, 36, 764-768.
Davison, Ch. (2004). The contradictory culture of teacher-based assessment: ESL teacher assessment practices in Australian and Hong Kong secondary schools. Language Testing, 21(3), 305-334.
Donato, R. (1994). Collective scaffolding in second language learning. In J. P. Lantolf & G. Appel (Eds.), Vygotskian Approaches to second language research, (pp. 33–59). Norwood, NJ: Ablex.
Ellis, R., Loewen, S., & Erlam, R. (2006). Implicit and explicit corrective feedback and the acquisition of L2 grammar. Studies in Second Language Acquisition, 28, 339-368.
Ellis, R., Sheen, Y., Murakami, M., & Takashima, H. (2008). The effects of focused and unfocused written corrective feedback in an English as a foreign language context. System, 36, 353-371.
Ellis, R. (2008). The study of second language acquisition (2nd ed.) Oxford: Oxford University Press.
Ellis, R., Loewen, S., Elder, C., Erlam, R., Philp, J., & Reinders, H. (2009). Implicit and explicit knowledge in second language learning, testing and teaching. Bristol: Multilingual Matters.
Feuerstein, R., Rand, Y., & Rynders, J.E. (1988). Don’t accept me as I am. Helping retarded performers excel. New York: Plenum.
Feuerstein, R., Falik, L., Rand, Y., & Feuerstein, R. S. (2003). Dynamic assessment of cognitive modifiability. Jerusalem: ICELP.
Guterman, E. (2002). Toward dynamic assessment of reading: Applying metacognitive awareness guidance to reading assessment tasks. Journal of Research in Reading, 25(3), 283-298.
Haywood, H.C., & Lidz, C.S. (2007). Dynamic assessment in practice. Clinical and educational applications. New York: Cambridge University Press.
Kozulin, A., & Garb, E. (2002). Dynamic assessment of EFL text comprehension of at-risk students. School Psychology International, 23, 112–27.
Lantolf, J. P., & Aljaafreh, A. (1995). Second language learning in the Zone of Proximal Development: A revolutionary experience. International Journal of Educational Research, 23, 619-632.
Lantolf, J. P., & Poehner, M. E. (2004). Dynamic assessment of L2 development: bringing the past into the future. Journal of Applied Linguistics, 1(2), 49-72.
Lantolf. J. P., & Poehner, M. E. (2010). Dynamic assessment in the classroom: Vygotskian praxis for second language development. Language Teaching Research, 15(1), 11-33.
Lantolf, J. P., & Thorne, S. L. (2006). Sociocultural theory and the genesis of second language development. Oxford: Oxford University Press.
Leung, C., & Mohan, B. (2004). Teacher formative assessment and talk in classroom contexts: assessment as discourse and assessment of discourse. Language Testing, 21(3), 335-359.
McCarthy, S.J., & McMahon, S. (1992). From convention to invention: Three approaches to peer interaction during writing. In R. Hertz-Lazarowitz & M. Miller (Eds.), Interaction in Cooperative Groups: The Theoretical Anatomy of Group Learning, (pp. 17–35). Cambridge: Cambridge University Press.
Nassaji, M., & Swain, M. (2000). A Vygotskian perspective on corrective feedback in L2: the effect of random versus negotiated help on the learning of English articles. Language Awareness, 9(1), 34-51.
Poehner, M. E., & Lantolf, J. P. (2005). Dynamic assessment in the language classroom. Language Teaching Research, 9(3), 233-265.
Poehner, M. E. (2009). Group dynamic assessment: Mediation for the L2 classroom. TESOL Quarterly, 43(3), 471-491.
Sternberg, R.J., & Grigorenko, E.L. (2002). Dynamic testing. The nature and measurement of learning potential. Cambridge: Cambridge University Press.
Vygotsky, L.S. (1997). The History of the development of higher mental functions. In R. W. Rieber (Ed.), The collected works of L. S. Vygotsky, volum. 4: The history of the development of higher mental functions, (pp. 1-26). New York: Plenum.
Vygotsky, L.S. (1998). The problem of age. In R.W. Rieber (Eds.), The collected works of L.S. Vygotsky, volume 5: Child psychology, (pp. 187–206). New York: Plenum.
Refbacks
- There are currently no refbacks.
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
ISSN 1305-578X (Online)
Copyright © 2005-2022 by Journal of Language and Linguistic Studies