A Comprehensive Analysis of Research on Dynamic Assessment in EFL Speaking Context

  • Syeda Alina Gilani Faculty of Educational Studies, Universiti Putra Malaysia, Serdang, Selangor, MALAYSIA
  • Nur Faiqah Binti Mohamed Ismail Faculty of Educational Studies, Universiti Putra Malaysia, Serdang, Selangor, MALAYSIA
  • Razan Rayhanah Binti Mohammed Kassim Faculty of Educational Studies, Universiti Putra Malaysia, Serdang, Selangor, MALAYSIA
  • Jiang Yawen Faculty of Educational Studies, Universiti Putra Malaysia, Serdang, Selangor, MALAYSIA
  • Ma Dan Faculty of Educational Studies, Universiti Putra Malaysia, Serdang, Selangor, MALAYSIA
Keywords: Dynamic assessment, speaking skills, English as a foreign language, interactionist approach

Abstract

The primary goal of teaching a language is to ensure learners can communicate in the target language successfully. In order to completely acquire a language, learners need to ensure effective acquisition of speaking skills. Hence, an appropriate assessment is required as it will enable learners to learn better. The objective of this literature review was to scrutinize the potential of dynamic assessment when implemented in EFL speaking classrooms. Also, to identify a common structure which aids educators in the process of teaching speaking skills to EFL learners. The present study reviewed five international peer-reviewed articles published within past five years. All the articles were testing the effects of dynamic assessment in EFL speaking context specifically. The findings suggest that dynamic assessment can be used in an EFL classroom setting to promote development of learner’s speaking skills. In addition to that, it was also concluded that EFL learners respond positively to dynamic assessment when the interactionist approach structure is applied in speaking classrooms.

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Published
2021-06-24
How to Cite
Gilani, S. A., Mohamed Ismail, N. F., Mohammed Kassim, R. R., Yawen, J., & Dan, M. (2021). A Comprehensive Analysis of Research on Dynamic Assessment in EFL Speaking Context. AJELP: Asian Journal of English Language and Pedagogy, 9(1), 65-79. https://doi.org/10.37134/ajelp.vol9.1.6.2021