Universal Journal of Educational Research Vol. 8(12), pp. 6967 - 6977
DOI: 10.13189/ujer.2020.081264
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Dynamic Assessment in Education: A Case-Study of Chinese-Speaking EFL Classroom


Hind Al Fadda 1, Muhammad Afzaal 2,3,*, Phillip J. Haberman 4
1 College of Education, King Saud University, Saudi Arabia
2 Department of English, Foundation University Islamabad (Rawalpindi Campus), Pakistan
3 Shanghai International Studies University, China
4 Shanghai Jiao Tong University, China

ABSTRACT

This paper reports on the use of dynamic assessment (DA) by an English as second language teacher (ESL) in their classroom in China. It examines how DA can be employed in English as foreign language classrooms as a method of developing learners' oral English skills. DA is framework with the aim of combing both instruction and assessment in a way which supports development (Poehner, 2008). It is founded in the ideas of Vygotsky's (1987) zone of proximal development (ZPD) emanating from his socio-cultural theory (SCT). ZPD highlights the role of a more capable others as mediators who interact learners in order to help them realize their potential. This study provides an example of how an EFL teacher might utilize DA in their classroom based on their personal understanding and with interpretation of it. Examples of the interactions between the teacher and learners are analyzed in this study to find out investigate how it they aid in development.

KEYWORDS
Dynamic Assessment, Zone of Proximal Development, Socio-Cultural Theory, English Learners, Education, China

Cite This Paper in IEEE or APA Citation Styles
(a). IEEE Format:
[1] Hind Al Fadda , Muhammad Afzaal , Phillip J. Haberman , "Dynamic Assessment in Education: A Case-Study of Chinese-Speaking EFL Classroom," Universal Journal of Educational Research, Vol. 8, No. 12, pp. 6967 - 6977, 2020. DOI: 10.13189/ujer.2020.081264.

(b). APA Format:
Hind Al Fadda , Muhammad Afzaal , Phillip J. Haberman (2020). Dynamic Assessment in Education: A Case-Study of Chinese-Speaking EFL Classroom. Universal Journal of Educational Research, 8(12), 6967 - 6977. DOI: 10.13189/ujer.2020.081264.