Abstract

The main purpose of the present study is to propose a framework for implementing group dynamic assessment (DA) using students’ smartphones for improving and assessing EFL learners’ ability to produce well-formed and appropriate requests. This study focuses on five learner reciprocity moves during DA interactions to get deeper insights into the learners’ development. During three treatment sessions, the participants of the DA style instruction were asked to make requests in response to a number of scenarios during mobile-mediated group interactions via WhatsApp. The DA group participants were prompted to revise and self-correct their incorrect requests by a sequence of incrementally-ordered hints from most implicit to most explicit based on the sociocultural framework. The analysis of learners’ reciprocity moves during the three DA sessions revealed that learners became progressively more responsive to mediation for formulating correct requests and achieved a more agentive role to interact with the mediator. Analyzing learners’ scores obtained from three testing occasions also revealed that mobile-mediated DA was significantly effective to promote the learners’ knowledge of request strategies.

摘要

本研究的主要目的是提出一个框架，用于使用学生的智能手机实施小组动态评估 (DA)，以提高和评估 EFL 学习者提出格式良好和适当请求的能力。本研究重点关注 DA 交互过程中的五种学习者互惠行为，以更深入地了解学习者的发展。在三个治疗期间，DA 风格指令的参与者被要求在通过 WhatsApp 进行移动介导的小组互动期间针对许多场景提出请求。根据社会文化框架，通过从最隐含到最明确的一系列递增排序的提示，提示 DA 组参与者修改和自我纠正他们的错误请求。对三个 DA 会议期间学习者的互惠行为的分析表明，学习者对调解的反应逐渐变得更加敏感，以制定正确的请求，并在与调解员互动时发挥更积极的作用。分析从三个测试场合获得的学习者分数也表明，以移动为媒介的 DA 在促进学习者对请求策略的了解方面非常有效。