Research paper on Assessing student achievement, student perceptions, and teachers’ perceptions when group dynamic assessment techniques are used to support the development of EFL writing

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Title: Assessing student achievement, student perceptions, and teachers’ perceptions when group dynamic assessment techniques are used to support the development of EFL writing

Abstract: This study aimed to determine how cumulative group dynamic assessment (G-DA) procedures affected the growth of EFL writing in an Iranian academic setting (Poehner, 2009). College students who are currently enrolled in Iranian institutions made up the participants. It strongly emphasized student accomplishment, teacher and student attitudes toward G-DA, and patterns of often occurring mediation scenarios. We were able to gather quantitative information about the learners’ writing test performance and the frequency of mediation events involving EFL writing components using the Jacobs, Zinkgraf, Wormouth, Hartfield, and Hughey’s (1981) scale. These two factors were taken into consideration while determining the frequency of mediation. The study’s findings showed that G-DA enhanced students’ writing abilities more than more traditional types of explicit training. Additionally, the approach was more effective with kids with little to no talent than with kids with a lot of skill or a middle level of talent. The number of mediation episodes decreased from 27 in the first session to 8 in the last session, demonstrating how successful G-DA is at enhancing students’ ability to self-regulate and write in an EFL language. Most disagreements focused on language, vocabulary, and structure; in the few confrontations that required the teacher’s intervention, content and mechanics were briefly mentioned. The majority of students and teachers concurred that G-DA helped the development of writing skills in EFL, according to an examination of qualitative data. Both instructors and students agreed upon this. Despite this, several participants complained that the methods were challenging, unpleasant, time-consuming, and inappropriate for teaching big classes of students.

Keywords: dynamic group assessment (G-DA), EFL writing development, frequency of mediations, learner perception, teacher perception

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