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This book aims at probing the effect of two types of dynamic assessment which was based on Mediated Learning, on writing quality of upper-intermediate EFL learners. To achieve the goal of this study, 38 pre-intermediate female EFL learners were homogenized according to their scores on OPT (Oxford Placement Test). Then they were randomly assigned into a Control Group (n= 12) and an Individual DA Group Group (n=12) as well as Group DA Group (n= 14). The groups were pre-tested prior to the course of 10 sessions. DA Groups undergone a mediation through mediated learning experience and Control…mehr

Produktbeschreibung
This book aims at probing the effect of two types of dynamic assessment which was based on Mediated Learning, on writing quality of upper-intermediate EFL learners. To achieve the goal of this study, 38 pre-intermediate female EFL learners were homogenized according to their scores on OPT (Oxford Placement Test). Then they were randomly assigned into a Control Group (n= 12) and an Individual DA Group Group (n=12) as well as Group DA Group (n= 14). The groups were pre-tested prior to the course of 10 sessions. DA Groups undergone a mediation through mediated learning experience and Control Group was taught according to process writing principles. Finally, the three groups participated in a post-test and a One-Way ANOVA was used for analyzing the scores obtained from the pre-tests and post-tests. The findings of this study suggest that although both process-oriented approach and dynamic assessment through Mediated Learning promote the writing quality of the EFL learners, Mediated Learning seems to be significantly more effective than process-oriented writing. The findings of this research confirm the constructive role of feedback provided within learners' zone of proximal development
Autorenporträt
Sherafati, NarjesGraduate Master Student in TEFL (Teaching English as a Foreign Language)