Dynamic Assessment in ESL Writing Classroom

DOI

10.2991/icetms.2013.1How to use a DOI?

Keywords

dynamic assessment; writing instruction; mediation

Abstract

Based on the Socio-cultural Theory and its key notion of Zone of Proximal Development, this study constructs a Dynamic Assessment writing Framework, which integrates three stages of writing process into the pre-writing – mediation – post-writing dynamic assessment model. The thesis conducts a detailed description of the implementation of the writing process framework into the dialogue-centered ESL writing classroom instruction in a hope of providing ESL teachers with a practical and easily and effectively manipulated approach to the ESL classroom teaching. This thesis also reports a comparative study which is designed to examine the differences between the experimental class and the control class in terms of writing scores and writing products with regard to accuracy, complexity, fluency and local and global coherence. The statistics resulting from both writing scores and writing products indicate that the dynamic assessment benefits the growth of ESL writing ability.

Copyright

© 2013, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Tianshun Miao
AU  - Lyu Mian
PY  - 2013/06
DA  - 2013/06
TI  - Dynamic Assessment in ESL Writing Classroom
BT  - Proceedings of the 2013 Conference on Education Technology and Management Science (ICETMS 2013)
PB  - Atlantis Press
SP  - 1
EP  - 4
SN  - 1951-6851
UR  - https://doi.org/10.2991/icetms.2013.1
DO  - 10.2991/icetms.2013.1
ID  - Miao2013/06
ER  -