Dynamic Assessment of EFL Learners’ Reading Strategies: Introducing ‘Sauce’-Format Mediation

Journal of English Language Pedagogy and Practice

دوره 14، شماره 28، آبان 2021، صفحه 28-47   

شناسه دیجیتال (DOI): 10.30495/jal.2021.684303

نویسندگان

Ghorban Ahmadi¹؛ Behrooz Azabdaftari^{* 1}؛ Seyyed Mohammad Alavi²

¹Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran

²Department of English, University of Tehran, Tehran, Iran

چکیده

Sandwich and cake formats of interventionist Dynamic Assessment suffer from two problems: both are time-demanding, and the intervention presented to the learners varies from one learner to another.  To suggest a solution to the above problems in teaching and assessing reading strategies, the present researchers have introduced ‘sauce’-format mediation through which intervention is provided for the learners within ‘mediation boxes’ along the test. Thirty Iranian intermediate EFL learners participated in the study. They were first given a non-mediated reading pretest, and then they took the same test along with a ‘mediation box’ following each question to observe the probable effect of ‘sauce’-format mediation.  To measure the transcendence of the given mediation, the participants answered a non-mediated delayed posttest at the end.  Comparing the means of the mediated posttest and non-mediated pretest on the one hand and those of the non-mediated delayed posttest and the pretest on the other revealed that the learners benefitted significantly well from the ‘sauce’-format mediation and could transfer their learning to a novel context. Findings of this study are consistent with the previous research on DA that intervention supports learner development.

کلیدواژه‌ها

dynamic assessment؛ reading strategies؛ sauce-format mediation؛ assesstruction؛ mediation box

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