Dynamic Assessment in L2 (Second Language) Argumentative Writing: Insights Into the “Buds”

• In Event: Friday Roundtable Session 9:45 am
  In Roundtable Session: Spaces for Emerging Expertise (Table 15)

Abstract

This study aims to demonstrate the diagnosing potential of dynamic assessment (DA) in facilitating ESL learners’ argumentative writing development. DA is built upon the concept of Zone of Proximal Development (ZPD), stemming from the Vygotskian Sociocultural Theory. Compared to other conventional static assessment tools, DA stands out due to its integration of teaching and testing. This unique characteristic also allows DA better opportunities to accurately identify learner challenges and provide insights into learners’ maturing abilities (e.g., Yu, 2023). In this study, by examining the mediator-learner interactions, I show how the learner’s maturing abilities can only be revealed by the co-construction of “mediated learning opportunities” (van Compernolle, 2013). The pedagogical and theoretical implications of this study will also be discussed.

Author

• Zhaoyu Wang-Doyle, University of Massachusetts - Amherst