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Using Dynamic Assessment to Improve L2 Learners’ Knowledge of Grammar: Evidence from the Tenses

  • Reza BarzegarEmail author
  • Rana Azarizad
Chapter
Part of the Second Language Learning and Teaching book series (SLLT)

Abstract

The aim of the present study is to examine the effect of dynamic assessment (DA) of speaking on rule internalization through giving explicit feedback as mediation along with a focus on five tenses: simple present, simple past, present continuous, past continuous and present perfect. Sixty participants were invited to take part in the study. After a pretest, DA using explicit feedback as mediation was administered in the experimental group as a midterm exam; however, the control group took a conventional midterm exam. In order to investigate the rate of rule internalization, in both groups a posttest (with no mediation) was administered. Given the lack of normal distribution of scores, the non-parametric Mann–Whitney U-test was run on the data obtained from both the pretest and posttest. No significant difference between the performances of two groups at the beginning of the experiment existed, but the results of the posttest showed that at the end of the term the experimental group outperformed the control group as a result of administering DA as the midterm exam. Moreover, considering the lack of normal score distribution, the Freidman test was run to determine which target forms were internalized the best, revealing that the simple past was the form internalized better than the others.

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Copyright information

© Springer International Publishing Switzerland 2014

Authors and Affiliations

  1. 1.Department of EnglishAzad University of DamavandTehranIran
  2. 2.Department of Foreign LanguagesIran University of Science and TechnologyTehranIran

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