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:: Volume 19, Issue 2 (9-2016) ::
IJAL 2016, 19(2): 195-240 Back to browse issues page
Investigating Dynamic Writing Assessment in a Web 2.0 Asynchronous Collaborative Computer-Mediated Context
Zohreh Zafarani , Parviz Maftoon
Islamic Azad University, Science and Research Branch, Tehran
Abstract:   (300 Views)
This study aims at investigating the effect of dynamic assessment (DA) on L2 writing achievement if applied via blogging as a Web 2.0 tool, as well as examining which pattern of interaction is more conducive to learning in such an environment. The results of the study indicate that using weblogs to provide mediation contributes to the enhancement of the overall writing performance, vocabulary and syntactic complexity, and quantity of overall information presented in a single paragraph. That is to say, DA procedures are applicable via Web 2.0 tools and are advantageous to L2 learners’ writing suggesting that L2 practitioners and instructors should actively consider the integration of Web 2.0 technology into L2 education system using DA. Moreover, the collaborative pattern of interaction as compared to expert/novice, dominant/passive, and dominant/dominant patterns is found to be more conducive to fostering writing achievement in the asynchronous computer-mediated communication environment.
Keywords: Dynamic assessment, Web 2.0, Vocabulary complexity, Syntactic complexity, Quantity of overall information, Patterns of interaction
Full-Text [PDF 1268 kb]   (208 Downloads)    
Type of Study: Research | Subject: Special
Received: 2016/05/15 | Accepted: 2016/08/3 | Published: 2016/09/21
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Zafarani Z, Maftoon P. Investigating Dynamic Writing Assessment in a Web 2.0 Asynchronous Collaborative Computer-Mediated Context. IJAL. 2016; 19 (2) :195-240
URL: http://ijal.khu.ac.ir/article-1-2732-en.html
Volume 19, Issue 2 (9-2016) Back to browse issues page
Iranian Journal of Applied Linguistics
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