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Dynamic Assessment in Foreign Language Individualized Instruction

LEE, SOO YUN
http://orcid.org/0000-0003-2170-953X
http://rave.ohiolink.edu/etdc/view?acc_num=osu1468352180

Abstract Details

2016, Doctor of Philosophy, Ohio State University, EDU Teaching and Learning.
As the first such attempt in DA literature, the present study examined the efficacy of dynamic assessment (DA) in the foreign language individualized instruction (II) context, focusing on the use of Korean honorifics. This entails understanding of the underlying structure of DA in II, including mediational moves and learner reciprocity, learners’ perception of DA and their willingness to communicate (WTC) in DA in II. The five learners in the present study took pre/post tests and transfer tasks, and experienced the interventionist approach to DA in KII for ten days. The learners’ performances on the tests, each session and the transfer tasks were counted and scored to track their development and reveal the efficacy of DA. The interactions between the mediator and the learners in the ten DA sessions were transcribed and analyzed to understand the nature of DA in KII, as well the interview data which provided the learners’ perceptions of and WTC in DA in KII. Findings suggested that the learners’ initial need for assistance in honorific use decreased to the point where there was no longer a need for it, showing increased ability for independent performance. The learners achieved more significant growth on the post-tests than the pre-tests, and the number of prompts required by the learners was reduced throughout the ten DA sessions. The knowledge developed through DA could be transferred to contexts. Interestingly, the scores on the near transfer task (NTT) slightly decreased in comparison with those on the post-tests; however, scores increased on the far transfer task (FTT). One learner was not able to transfer his development to a complex context, indicating that his honorific use did not develop beyond his zone of proximal development (ZPD). The development was based on the various types of moves of the mediator and the learners. It is noteworthy to point out that, although the study fundamentally followed the interventionist approach to DA, few supplementary prompts were required, particularly verbalization. Explanation for the essential additional prompt was presented to suggest the need for their inclusion in the standardized mediation to maximize learner development. The importance of these additional techniques observed in data from the ten DA sessions was also revealed in the learners’ interviews. The learners showed positive perceptions regarding benefits of DA which would increase opportunities for independent control and bring fairness in providing feedback in KII. However, the trend in concerns about time constraints in KII suggested skipping prompts and a reduced number of prompts from six to three for the feasibility of DA in KII. In addition, the findings about the various affective variables that influenced the learners’ WTC in DA in KII brought to light the factors that may increase or decrease the learners’ volitional participation in communicative behavior. The study concluded that DA would be an effective instructional tool which not only could promote the development of grammatical aspects in learners’ oral performance, but also strengthen the II context through the theoretical and systematic features of DA. The importance of these additional techniques observed in data from the ten DA sessions was also revealed in the learners’ interviews. The learners showed positive perceptions regarding benefits of DA which would increase opportunities for independent control and bring fairness in providing feedback in KII. However, the trend in concerns about time constraints in KII suggested skipping prompts and a reduced number of prompts from six to three for the feasibility of DA in KII. In addition, the findings about the various affective variables that influenced the learners’ WTC in DA in KII brought to light the factors that may increase or decrease the learners’ volitional participation in communicative behavior. The study concluded that DA would be an effective instructional tool which not only could promote the development of grammatical aspects in learners’ oral performance, but also strengthen the II context through the theoretical and systematic features of DA.
Francis J Troyan (Advisor)
Keiko Komiya Samimy (Committee Member)
Danielle Ooyoung Pyun (Committee Member)
Kristin J. Davin (Committee Member)
326 p.
Education; Foreign Language; Pedagogy
dynamic assessment; individualized instruction; integration of instruction and assessment; Korean honorific; foreign language learner development; verbalization; willingness to communicate; learner perspective; time-sensitive context

Recommended Citations

Citations

  • LEE, S. Y. (2016). Dynamic Assessment in Foreign Language Individualized Instruction [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1468352180

    APA Style (7th edition)

  • LEE, SOO YUN. Dynamic Assessment in Foreign Language Individualized Instruction. 2016. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1468352180.

    MLA Style (8th edition)

  • LEE, SOO YUN. "Dynamic Assessment in Foreign Language Individualized Instruction." Doctoral dissertation, Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1468352180

    Chicago Manual of Style (17th edition)

osu1468352180
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© 2016, some rights reserved.Creative Commons License Dynamic Assessment in Foreign Language Individualized Instruction by SOO YUN LEE is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License. Based on a work at etd.ohiolink.edu.
This open access ETD is published by The Ohio State University and OhioLINK.
Release 3.2.12