Syafi’Ul Anam, Suvi Akhiriyah, Henny Dwi Iswati
Dynamic assessment (DA) is an interactive approach that can encourage learners to perform beyond their current abilities and therefore is beneficial for learners of foreign languages. This study implemented the principles of DA, examining students’ learning processes to improve their cognitive functions. The study sought to explore the types of DA-based mediation moves used by the observed teachers and to identify the learners’ perceptions of their instructors’ mediation during DA approach use. For seven weeks, 42 undergraduate EFL learners and two instructors were observed during English grammar lessons. Additionally, 17 students were interviewed regarding their impressions of their teachers’ mediation moves in DA implementations. Observations revealed that the teachers used a wide variety of DA-based mediation with a focus on highlighting incorrect sentences for students to fix, giving students hints, and having students correct their own and their classmates’ writing. The students reported generally positive attitudes towards the teachers’ DA-based mediation moves. This present study contributes to the literature on English language assessment by identifying effective mediations for English teachers to implement in their grammar classes. © 2024, LinguaBooks. All rights reserved.
Universitas Negeri Surabaya, Indonesia
