Dynamic Assessment in Developing EFL Learners’ Depth of Vocabulary Knowledge through Critical Reading (Pentaksiran Dinamik dalam Membangunkan Kedalaman Kosa Kata Pelajar Bahasa Kedua melalui Pembacaan Kritikal)

MOHAMMAD KAZEMIAN SANA'ATI, FATEMEH KHONAMRI, MAHMOUD AZIZI, KHAZAR MOLANA

Abstract


The emergence of dynamic assessment (DA) in applied linguistics has opened new horizons in second language acquisition (SLA) and language assessment. This quasi-experimental study determined the effect of DA in fostering Iranian EFL learners’ depth of vocabulary knowledge through critical reading. A total of 61 upper-intermediate EFL learners were selected as participants and were randomly divided into treatment group (DA, n=31) and control group (non-DA, n=30). A vocabulary Scholastic Aptitude Test (SAT) was administered non-dynamically to both groups as pre-test. Mediation programs which included Enrichment Program and assessment sessions were held within six weeks. Graduate Prompt Approach was used as a mediation procedure in the DA group. After receiving six mediation sessions, the same test was administered dynamically as a post-test to the DA group and non-dynamically to the non-DA group. One month onward, far transfer assessment test was done via DA procedures to the DA group. The results of independent t-test, one-way ANOVA, and Pearson Correlations indicated that there was a significant difference in scores between the DA and non-DA groups. Findings indicated that the mediation program and DA procedures enriched the students’ depth of vocabulary knowledge. This study suggests that DA procedures can help lackadaisical learners to promote their language competency.

Key words: critical reading; depth of vocabulary knowledge; dynamic assessment; enrichment program; mediation

 

Kemunculan penilaian dinamik (DA) dalam linguistic terapan telah membuka arena baru dalam penguasaan Bahasa kedua (SLA) dan penilaian bahasa. Kajian kuasi-eksperimen ini menentukan kesan DA dalam membina kedalaman pengetahuan kosa kata para pelajar EFL Iran melalui bacaan kritis. Seramai 61 orang pelajar EFL pertengahan atas dipilih sebagai peserta dan dibahagikan secara rawak kepada kumpulan rawatan (DA, n=31) dan kumpulan kawalan (bukan-DA, n=30). Aptitude Scholastic Test (SAT) kosa kata diberikan secara tidak dinamik kepada kedua-dua kumpulan sebagai ujian-pra. Program pengantaraan termasuk Program Pengayaan dan sesi penilaian telah diadakan dalam masa enam minggu. Pendekatan Promosi Graduan telah digunakan sebagai prosedur pengantaraan dalam kumpulan DA. Selepas menerima enam sesi pengantaraan, ujian yang sama diberikan sebagai ujian-pasca secara dinamik pada kumpulan bukan-DA dan secara dinamik kepada kumpulan DA. Sebulan kemudian, ujian penilaian pemindahan jauh diuji melalui prosedur DA kepada kumpulan DA. Hasil ujian-t bebas, ANOVA sehala, dan korelasi Pearson menunjukkan bahawa ada perbezaan signifikan dalam skor antara DA dan kumpulan bukan-DA. Dapatan menunjukkan bahawa program pengantaraan dan prosedur DA memperkayakan kedalaman pengetahuan kosa kata pelajar. Kajian ini mencadangkan bahawa prosedur DA dapat membantu pelajar yang kurang mampu untuk menambah baik kecekapan bahasa mereka.

Kata kunci: Pembacaan kritikal; kedalaman pengetahuan kosa kata; pentaksiran dinamik; program pengayaan; mediasi


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DOI: http://dx.doi.org/10.17576/JPEN-2019-44.02-03

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