Mobile-Mediated Versus Face-to-Face Dynamic Assessment, EFL Learners’ Writing Fluency, and Strategy Awareness

Datos Bibliográficos

ID22335437
AutoresArdalan Kaveh (Islamic Azad University, Tehran), Ehsan Rassaei (0000-0001-6477-9752, Majan College)
Año2022
Volumen9
Número1
Páginas34-68
Fecha de publicación2022-07-20
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaLanguage and Sociocultural Theory (JOURNAL)
Identificadores de la revistaISSN: 2051-9699 • E-ISSN: 2051-9702
EditorialUniversity of Toronto Press Inc. (UTPress) (PUBLISHER)
DOI10.1558/lst.20288
OpenAlexW4220852747
IdiomaEN
Citas recibidas2
Referencias citadas65

The current study examined the effects of mobile-mediated versus face-to-face dynamic assessment (DA) on EFL learners’ writing fluency and strategy awareness during four treatment sessions. To fulfill this objective, a total of 45 Iranian EFL learners were randomly selected and assigned into two experimental conditions, which included one mobile-mediated and one face-to-face DA condition, and one control group. Then, the participants of the experimental conditions were engaged in mobile-mediated and face-to-face DA sessions targeting their writing fluency while the control group students were just asked to write. The results of data analysis indicated that both mobile-mediated and face-to-face DA conditions were beneficial for EFL learners’ writing fluency and revealed that mobile-mediated DA was more effective than face-to-face DA. Moreover, the results showed that mobile-mediated DA enhanced learners’ writing strategy awareness

Face-to-face · Fluency · Linguistics · Mathematics education · Computer Science · Educational and Psychological Assessments · Family and Disability Support Research · Language Development and Disorders · Psychology · Artificial Intelligence