--- ∞0∞--- NGUYEN PHUONG THAO THE EFFECT OF DYNAMIC ASSESSMENT ON WRITING SKILLS OF HIGH SCHOOL STUDENTS MASTER OF ARTS IN TESOL HO CHI MINH CITY, 2024... HO CHI MINH CITY OPEN UN
INTRODUCTION
Background of the study
Assessment is crucial in teaching English as a foreign language, as it helps identify students' language competence levels It encompasses various approaches, including testing and measurement, to systematically gather information about students (Alemi, 2015) Effective assessment promotes student achievement and provides significant data that can influence their future Thus, evaluating students' learning plays a vital role in the education sector.
Traditional assessment methods are often deemed ineffective in enhancing students' skills, as they tend to create anxiety and stress among learners In certain countries, the requirement for students to achieve multiple scores to pass national exams undermines the primary goal of evaluation, which is to support knowledge acquisition Additionally, these conventional assessments are typically administered at the end of the learning process, resulting in a disconnect between teaching and testing.
Recently, there has been a shift from traditional methods to Vygotsky’s notions
The Zone of Proximal Development (ZPD), introduced by Vygotsky in 1986, emphasizes the crucial role of dynamic assessment (DA) in integrating teaching and evaluation This innovative approach highlights the significance of the interaction between students and teachers, where the teacher acts as a mediator, attuned to the surrounding context of the learners Vygotsky defines ZPD as the gap between a student's current independent problem-solving abilities and their potential development, which can be achieved through guidance from adults or collaboration with more skilled peers.
Dynamic assessment (DA) has become increasingly popular among educators as a valuable complement to traditional testing methods This approach emphasizes the flexibility and malleability of learners' abilities, suggesting that they are not fixed traits According to Sternberg and Grigorenko (2002, cited in Birjandi and Ebadi, 2009), the DA framework highlights how learners' skills can be influenced and developed over time.
Statement of the problem
In EFL classes, students must master the four essential language skills: reading, listening, speaking, and writing, with writing often regarded as the most challenging Effective writing instruction is crucial for students to achieve their learning goals, necessitating support from teachers To address this need, Dynamic Assessment (DA) has emerged as a popular alternative evaluation method that aligns with contemporary language learning requirements DA represents a shift from traditional assessment practices, emphasizing the integration of teaching and assessment as interconnected processes (Nazary, 2012).
In the context of teaching English writing skills in Vietnam, there is a notable lack of research focused on English as a Foreign Language (EFL) writing at the high school level, particularly regarding the use of Dynamic Assessment (DA) in developing writing skills While some empirical studies have been conducted, the overall exploration of this area remains limited.
DA in teaching skills and components of language (Ableeva, 2008; Antón, 2003; Ebadi and Saeedian, 2019; Ebadi et al., 2021; Naeini and Duvall, 2012; Zare et al.,
Despite existing research, there is a notable gap in studies examining the impact of Dynamic Assessment (DA) on high school students' writing skills and their attitudes towards DA This significant issue has prompted my investigation within a high school English writing classroom in Dak Nong province, focusing on the effects of DA as an intervention.
Aims of the study
This study investigates the impact of dynamic assessment (DA) on students' writing performance within the Vietnamese context Additionally, it aims to explore students' attitudes towards the integration of dynamic assessment in enhancing their writing skills.
Research questions
Based on the theory and research cited above, this study aims to answer the following research questions:
1 How does dynamic assessment affect writing skills of EFL learners?
2 What are students’ attitudes towards the use of dynamic assessment in writing skill classes?
Scope of the study
This study investigates the impact of dynamic assessment on the writing skills of high school students To thoroughly explore this topic, 35 tenth-grade students from a single classroom in Dak Nong province were selected to participate in the action research.
Significance of the study
Continuing to explore the impact of dynamic assessment (DA) on students' writing skills across various contexts is crucial for gaining a comprehensive understanding of this assessment method This study aims to enhance empirical evidence regarding the effectiveness of DA in English classes within the Vietnamese context, as well as to gauge students' attitudes towards this innovative assessment approach Furthermore, the research seeks to raise awareness among teachers and learners about the implementation of DA in this specific setting Consequently, curriculum developers and educators in the province, or similar regions, can effectively address this issue and design suitable teaching and learning activities that align with dynamic assessment principles.
The organization of the thesis
This thesis has five chapters
This chapter presents the background and statement of the study as well as research aims, research questions, the significance and the outline of the study
This chapter examines the literature surrounding three key themes: writing skills, dynamic assessment, and attitudes It subsequently outlines the study's conceptual framework and concludes by identifying the research gap.
This chapter outlines the study's research design, including the research setting and participant demographics It discusses the methods of data collection and analysis, ensuring the reliability and validity of the findings Ethical considerations are also addressed at the conclusion of the chapter.
The chapter presents and discusses the themes explored and examined to answer the research questions
This chapter draws conclusions based on the findings, acknowledges some limitations, emphasizes pedagogical implications and provides recommendations for further research
Chapter 1 has just presented the background of the study as well as the statement of the problem It has also introduced the aims of the study, research questions, scope of the study and the significance of the study and ended with the organization of the thesis The next chapter provides a review of the literature that constructs the study.
LITERATURE REVIEW
Writing skills
Writing is a crucial skill for English learners, representing the final phase of language acquisition following listening, speaking, and reading It serves as a clear indicator of proficiency in the English language According to Brown (2001), effective writing skills are distinct from other language skills and should be taught alongside listening and speaking for a more integrated learning experience.
Writing is a productive skill essential for effective communication, as it generates messages rather than merely receiving them According to Spratt, Pulverness, and Williams (2005), both writing and speaking are classified as productive skills that demonstrate language output This written output serves as a crucial indicator of students' understanding and mastery of the skill Ultimately, proficient writing enables the creation of various texts, including stories, letters, and more.
Writing is a complex skill that results from students' ongoing learning through various activities According to Wallace (2004), writing is the final product achieved after mastering several distinct stages, including recognizing the central idea, outlining, compiling, and editing To produce effective texts, students must develop multiple sub-competencies; without mastering these skills, expressing their thoughts clearly to teachers or peers becomes challenging.
Writing is a multifaceted process that involves not only articulating thoughts but also comprehending written texts, requiring attention to various elements for effective communication (Westwood, 2008) It encompasses both physical and mental activities aimed at expression and impact (Nunan, 2003) Physically, writing entails the action of translating ideas into words, while mentally, it involves generating concepts and organizing them into coherent statements and paragraphs to enhance reader comprehension.
According to Nunan (2001), writing is a complex process that involves thinking, collecting, and revising, necessitating specific skills to generate and organize ideas effectively This includes the use of discourse markers and rhetorical practices to ensure coherence in written texts, as well as editing for clarity and grammatical accuracy Brown's writing process highlights that both physical and mental actions are integral to writing, emphasizing the importance of idea generation and proper organization.
Writing is the process of using written language to express ideas, information, and thoughts in a coherent manner It involves several essential steps, including planning, drafting, revising, and editing, which help writers organize their thoughts, develop arguments, select appropriate words, and communicate messages clearly.
Writing is never one step action, it is an ongoing creative act According to Richards and Renandya (2002), there are four basic writing stages in process writing as a classroom activity
1 Planning (Pre-writing): At this stage we should determine what we would write and what point of view we will take on the problem that we will write In this stage, we can make an outline of our writing to easy map problems that will be discussed
2 Drafting (Writing): After collecting the idea that will be write, start writing without editing the text
3 Revising (Redrafting): Revising is not merely checking for language errors; it is done to improve global content and the organisation of ideas so that the writer’s intent is made clearer to the reader
4 Editing The last stage is editing At this stage we focus on tidying up and checking the text for grammar, spelling, punctuation, diction, sentence structure and accuracy of supportive textual material such as quotation, examples and the like Formal editing is deferred till this phase in order that its application not disrupt the free flow of ideas during the drafting and revising stages
Richards and Renandya (2002) emphasize that writing is a complex and lengthy process, as it involves more than just basic skills Effective writing requires careful preparation and the use of appropriate materials to ensure that the final piece is engaging and enjoyable for readers.
Writing encompasses several key elements, including content, organization, vocabulary, language use, and mechanical aspects (Jacobs, 1981, cited in Weigle, 2002) Each of these components plays a crucial role in the overall quality of the work, and a detailed explanation of each element is provided below.
1 Content: Refers to the materials in the body of the writing, such as the topic, explanation, discussion, and the core of the main topic being discussed To get good results from a piece of writing, this situation must always be favourable
2 Organization: In this case, the term "writing organization" refers to the fact that each paragraph or line is tongue-tied as the text is read out There must be successful organization among the group
3 Vocabulary: Vocabulary is related to the ability to use words used in the composition of possible sentences The more vocabulary used for writing, the more time available to produce better results
4 Grammar: Grammar is the rules and structure of language used to govern the way words are arranged and connected in a sentence This includes rules regarding word formation, grammar, word use, tenses, conjugation, subjects, objects, clauses, phrases, and so on Grammar enables clear and effective communication in a given language, and ensures that the messages conveyed follow generally accepted patterns
An understanding of grammar allows one to understand and produce correct sentences in the language being studied
5 Mechanics: Mechanics are based on the following: punctuation, spelling, capitalization, and typeface, whether it is clear and has not been tampered with or not
2.1.4 Problems in writing skills among students
Dynamic assessment
2.2.1 Basic theory of dynamic assessment
Dynamic assessment has its roots in the historical development of traditional assessment, which began gaining attention from researchers and educators in the late nineteenth century According to Gould (1996, cited in Nazari 2012), standardized assessments emerged in the twentieth century, becoming prevalent in the United States during the 1900s Initially, these assessments were utilized to measure general intelligence among immigrants and new military recruits, eventually finding their way into educational settings.
Static assessment (SA) primarily evaluates a learner's current performance level, reflecting what they can achieve independently, but it fails to assess their potential performance with assistance According to Fatemipour and Jafari (2015), SA overlooks the unique individuality of students, concentrating solely on test scores while neglecting the progression of their skills Additionally, it disconnects instruction from assessment, limiting its effectiveness in measuring overall student development.
DA was developed as an alternative to ''static'' types of assessment, namely, standardized tests (Antón, 2009) According to Saniei, Birjandi and Abdollahzadeh
Dynamic assessment (2015) provides a framework that combines assessment with instruction, suggesting that a learner's responsiveness to teaching reflects their potential According to Poehner and Lantolf (2005), the primary aim of dynamic assessment is to merge assessment and instruction into one cohesive process, ultimately fostering learning development.
A comparison between static assessment (SA) and dynamic assessment (DA) highlights key differences in evaluating learner performance DA, as noted by Lantolf and Poehner (2004), recognizes that future performance can differ from current abilities, while SA assumes that a learner's intelligence is solely reflected in test results (Mehri and Amerian, 2015) Unlike SA, which focuses on assessing what students currently know and have internalized, DA emphasizes the learning process and the potential for development (Anton, 2009).
Dynamic assessment (DA) emerged as a solution to the limitations of static assessment (SA), serving as a testing method that enhances performance through mediation to uncover test-takers' potential (Swanson and Lussier, 2005) The primary aim of DA is to identify students' capabilities, rooted in L S Vygotsky's theory of mental development, which offers profound insights into human cognitive evolution (Lantolf and Poehner, 2010) Central to Vygotsky's findings is the Theory of Zone of Proximal Development (ZPD), which he defines as the gap between what individuals can achieve independently and what they can accomplish with assistance or cultural tools (Lantolf, 2000).
The theory highlights the disparity between an individual's current developmental state without guidance and their potential development with it, emphasizing the importance of support from teachers and peers in the learning process (Kozulin et al., 2003) Students often require assistance to address challenges, as their capabilities may not allow for independent problem-solving (Davin and Donato, 2013) The introduction of guidance fosters a new developmental context, as potential growth is hindered without support Various teaching approaches, such as group composing and brainstorming, underscore the significance of interaction and dialogue, with sociocultural theory standing out in this regard (Black & William, 2010) Vygotsky’s sociocultural theory stresses the necessity of cooperative assistance and assessment in learning (Hashemnezhad and Fatollahzadeh, 2015) To effectively recognize students’ skill development, the focus should shift from final achievements to the learning process itself Teachers play a crucial role in providing guidance and support, enabling students to realize their potential and internalize problem-solving skills for future independence.
Vygotsky highlighted the importance of interaction between a less experienced learner and a skilled instructor, noting that short-term support from a teacher is crucial for skill acquisition (Collie et al., 2016) Without the teacher's encouragement, learners may struggle to master a language or reach their goals (Mellati et al., 2015) The knowledgeable teacher plays a vital role in scaffolding the learner's efforts at the beginning of a task while also guiding their focus, which enhances the learner's attention on achieving the learning objective.
Akin to ZPD theory, assistance, guidance or mediation plays an integral role in DA
Mediation is a vital process that engages students in achieving their study objectives, as noted by Shrestha and Coffin (2012) It serves as developmental support, facilitating meaningful interactions between teachers and students to effectively address challenges and complete assessment tasks.
Mediation is a key aspect of Dynamic Assessment (DA), serving as an essential tool for enhancing student skill development through techniques such as hints, prompts, models, and guiding questions during structured activities (Amiri and Saberi, 2016) This process can be conducted in both group settings and individual contexts DA features two primary mediation formats: the sandwich and the cake models (Lantolf and Poehner, 2010).
The 'sandwich' approach, developed by Milton Budoff and colleagues, utilizes a structured pretest-intervention/posttest format that mirrors traditional experimental research designs This method consists of three key stages: a pre-test to assess students' initial skills, a mediation or intervention phase, and a post-test to evaluate improvement By comparing the results of the pre-test and post-test, educators can effectively measure students' progress The approach can incorporate either standardized or non-standardized testing methods, enhancing its versatility in educational settings.
Mediation in cake format is utilized to address issues that arise during testing, providing feedback, prompts, hints, or comments This approach requires mediation to be more concise and straightforward compared to the sandwich format, given the time constraints involved.
To effectively support mediation in educational settings, essential elements of Dynamic Assessment (DA) include intentionality, reciprocity, and transcendence Intentionality involves direct interactions between instructors and test takers through hints and questions Reciprocity reflects students' abilities to respond to instructors' guidance, while transcendence signifies the expansion of communication among students, teachers, and the mediation process.
The two models introduced in Dynamic Assessment (DA) are the interventionist and interactionist approaches, each necessitating distinct mediation procedures (Poehner, 2008) The interventionist approach utilizes a formal and standardized mediation process, focusing on rapid learning and quantification, with the goal of efficiently assisting students in problem-solving and achieving objectives.
In other words, interventionists contribute valid and reliable data to the students’ development by quantifying their work
According to Lantolf (2009), this model includes predefined clues and hints that are provided to learners as they progress through test items These hints are organized on a continuum ranging from implicit to explicit.
Learners may respond to implicit hints rather than explicit ones, highlighting the importance of understanding different types of cues Additionally, the learner's Zone of Proximal Development (ZPD) can be quantitatively assessed by measuring the difference in their performance and scores before and after teacher intervention.
Attitude
Attitude is widely recognized as a crucial factor in the success of language learners Researchers have proposed various definitions of attitude, with Allport (1935, cited in Gibb 1998) describing it as a mental state of readiness shaped by experience, influencing an individual's responses to related objects and situations This definition is considered one of the most influential Additionally, Gardner (1985) noted that an individual's attitude reflects an evaluative reaction to a specific referent or attitude object, based on their beliefs and feelings about it.
Baker (1992) defined attitude as a hypothetical construct that explains the consistency and persistence of human behavior, indicating a predisposition to respond positively to various entities such as objects, people, institutions, or events (Kudo, 1999) Hogg and Vaughan (2005) further elaborated that attitudes reflect an individual’s preferences, influencing how they react to situations and others.
According to Richards and Schmidt (2002), attitude encompasses our reactions to people, places, things, or events, making it essential to understand the various types of attitudes due to their significant impact on our lives Individuals may possess differing attitudes toward the same object for various reasons, which can be categorized as either positive or negative A positive attitude reflects a favorable perspective or response to an attitude object, often demonstrated through good deeds Conversely, individuals with a negative attitude tend to focus on the flaws of the attitude object, harboring feelings of resentment toward those who do not align with their positive views, and frequently comparing themselves to others to highlight perceived shortcomings.
Montano and Kasprzyk (2008) define attitude as the belief an individual holds regarding the outcomes of their behaviors Individuals with a positive attitude enjoy numerous benefits that positively influence their other behaviors, while those with a negative attitude exhibit the opposite effects Ultimately, attitude can be summarized as the inclination to respond either positively or negatively to a given subject.
Attitude plays a crucial role in language learning, as highlighted by Brown (2007), who notes that positive attitudes significantly enhance foreign language learners' experiences Conversely, negative attitudes can diminish motivation, ultimately hindering the achievement of language proficiency.
According to Ahmed (2015), individuals exhibit varying attitudes towards different languages, including their own, which can reflect feelings of simplicity or difficulty, as well as the perceived importance of learning them Al-samadani and Ibnian (2015) emphasize that these attitudes influence learners' expectations and play a vital role in the language teaching and learning process As a result, English has become a focal point for learners' mental engagement.
According to Shams (2008), several factors such as motivation, personality, attitudes, learning achievement, intelligence, and anxiety significantly influence students' learning processes Eshghinejad and Gritter (2016) emphasized the crucial impact of attitude on language performance Students possess unique preferences and study styles, and when educators align teaching methods with these preferences while maintaining educational objectives, students are more likely to engage and participate actively in class.
The success of language learning is influenced not only by intellectual abilities but also significantly by students' attitudes This positive mindset plays a crucial role in enhancing both the psychological and social dimensions of language acquisition.
Numerous studies have explored the factors influencing attitudes, with Shirbagi's research (2010) highlighting students' perceptions as a key element The way students view a language, particularly English, significantly impacts their attitude towards it; for instance, if they believe English is important, they are more likely to engage with it The findings of this study indicated that students acknowledge the value of English in enhancing job prospects and facilitating cross-cultural exchanges.
In the teaching and learning process, teachers serve as facilitators who guide students, significantly influencing their attitudes and shaping their perceptions According to Bartram (2010), students interpret different teaching practices and styles in various ways, which can impact the teacher-student relationship When students recognize and appreciate a teacher's methods, it fosters a positive relationship, enhancing the overall learning experience Conversely, a lack of acknowledgment can hinder this connection.
Learning activities play a crucial role in successfully achieving the learning process According to Lee et al (1998, cited in Bartram 2010), students often exhibit indifference towards traditional learning activities such as copying from the board or textbooks, repeating information, and answering questions.
Numerous studies have explored students' attitudes toward writing skills to assess their influence on academic achievement Research indicates that negative attitudes toward writing can adversely affect writing performance, with Jabali (2018) noting that many students exhibit such negativity Bulut (2017) found a direct and significant relationship between writing attitude and self-efficacy, particularly impacting summary writing Additionally, Baştuğ (2015) demonstrated that writing disposition and attitude positively correlate with writing achievement, identifying writer's block as the most significant barrier, followed by writing disposition and attitude.
Recent studies highlight the positive attitudes of students towards writing in English Jabali (2018) found that Palestinian EFL students generally viewed writing favorably, while Yuliana (2024) noted that students recognize the importance of enhancing their English writing skills Similarly, Hidayah (2019) analyzed vocational high school students and discovered a significant correlation between their attitudes in writing class and their writing proficiency The findings suggest that stronger positive attitudes lead to improved writing skills, whereas weaker attitudes correspond with diminished writing abilities.
In addition, there have been various studies mentioning student’s attitudes towards
Dynamic Assessment (DA) plays a significant role in language teaching and learning, as highlighted by Babamoradi et al (2018), who found that learners exhibited positive attitudes towards its use in writing instruction and assessment The study revealed that low-achieving students showed a greater preference for DA compared to their high-achieving counterparts, leading to more favorable attitudes These findings align with Ebadi and Yari’s (2015) research, which also indicated that learners had a positive perception of DA and underscored its effectiveness in enhancing students' vocabulary skills.
A study by Aladl (2023) found that students held positive attitudes towards using Dynamic Assessment (DA) for teaching and evaluating writing This aligns with the findings of Taheri and Dastjerdi (2016), which indicated that students' improved test scores are a direct result of their favorable perceptions of DA methods.
Conceptual framework
The study's conceptual framework encompasses three key areas: dynamic assessment, students' writing skills, and their attitudes towards dynamic assessment It aims to evaluate how dynamic assessment, through mediation or intervention, enhances the teaching and learning process of writing Additionally, the study seeks to identify students' general attitudes towards writing skills and their specific perceptions of dynamic assessment in writing, as reflected in changes in their performance The interconnectedness of these subjects is illustrated in the accompanying figure.
Students often struggle with writing skills, negatively impacting their attitudes towards the writing process This challenge has highlighted the necessity of using Dynamic Assessment (DA) as an innovative support method Implementing DA not only aims to enhance writing skills but also positively influences students' perceptions of writing, fostering their awareness and emotional connection to this new approach Various factors can affect the effectiveness of each method employed, either supporting or hindering its success.
Students’ Attitude Students’ Writing skills
A supportive teacher field of using DA in writing skills, students’ ability, a support teacher and classroom environment are addressed.
Research gap
Research indicates that Dynamic Assessment (DA) is an effective method for enhancing students' writing skills Its significant impact on improving the writing abilities of English as a Foreign Language (EFL) learners is well-documented However, there is a scarcity of studies examining the application of DA and students' perceptions of it within the Vietnamese educational context, particularly in high schools This study aims to address this gap by exploring the effects of DA on the writing skill development of high school students in Dak Nong, Vietnam, as well as their attitudes toward its implementation.
DA in the writing process
This chapter reviews key literature that enhances our understanding of writing skills, dynamic assessment, and attitudes, concluding with a conceptual framework and identified research gaps The following chapter will detail the research methodology employed in this study.
METHODOLOGY
Research design
This research employs action research as its primary method, defined by experts as a deliberate intervention aimed at improving a situation or solving a specific problem (Denscombe).
Action research, as outlined by Burns (1999), focuses on addressing specific problems and offering guidelines for effective solutions rather than evaluating results or objectives This method aims to deepen the understanding of a situation's challenges by incorporating insights from various expert definitions.
- Action research is contextual, small-scale and localized It identifies and investigates problems within a specific situation
- It is evaluating and reflective as it aims to bring about change and improvement in practice
- It is participatory as it provides for collaborative investigation by teams of colleagues, practitioners and researchers
- Changes in practice are based on the collection of information or data which provides the impetus for changes
Action research is a systematic inquiry conducted by participants in a social context, such as education, aimed at enhancing understanding and improving practices within that environment.
This study employs the classroom action research model established by Kemmis and McTaggart (1998), which emphasizes a dynamic and complementary process comprised of four essential steps that occur in a spiraling sequence.
Figure 3.1 Action research cycle (Kemmis & McTaggart, 1998)
To get a deeper understanding about the procedure of action research in the study, the detail explanation is as follows:
The researcher as the students’ teacher in this research identified the problem which referred to the students’ writing skills that were still low
2 Carrying out the action research a Planning
In this step, the researcher made lesson plans about certain topics, materials, media, time, schedule, and prepared instruments for collecting data such as pre-test, posttest and interviews b Action
At the outset of the procedure, a pre-test was conducted, followed by the researcher implementing activities outlined in the lesson plans, which included dynamic assessment through mediation and intervention Finally, a post-test and interviews were carried out to evaluate the outcomes.
During this phase, the researcher monitored student activities throughout the teaching and learning process, allowing her to provide timely assistance, guidance, and suggestions, which are key components of Dynamic Assessment (DA).
Following the implementation of Dynamic Assessment (DA) in English writing instruction, the collected data was analyzed to evaluate both the process and outcomes of DA application This analysis also informed the planning of subsequent actions or cycles aimed at achieving the previously established goals.
This action research establishes a cycle that continues until students meet the accuracy criteria in their writing, which includes mechanics, language use, vocabulary, organization, and content.
In this classroom action research, the data which was collected were using qualitative and quantitative methods
To address the initial research question, the study utilized a quantitative research method that emphasizes the collection of numerical data to generalize findings across a population, aiming to explain specific phenomena (Muijs, 2010) A key approach within this method is the pretest and posttest research model, which assesses the effectiveness of various activities (Shuttleworth, 2009) This study focused on dynamic assessment and students' writing skill improvement as its two main variables, gathering relevant data in the quantitative phase to investigate their relationship.
DA on the development of students in writing skills
In addition to quantitative methods, qualitative approaches were utilized to collect and analyze non-numerical data, enhancing the understanding of ideas, opinions, and experiences (Punch, 2013) Qualitative researchers can utilize various inquiry systems to explore human phenomena Data gathered through interviews revealed students' attitudes towards the use of Digital Assessment (DA) in writing classes.
Research setting and participants
A study was carried out at Nguyen Chi Thanh High School for the Gifted in Gia Nghia city, Dak Nong Province, which utilizes the new English textbook “TIẾNG ANH 10 BRIGHT.” This textbook aligns with the innovations of the 2018 general education curriculum approved by Vietnam's Ministry of Education and Training (MOET) and is designed to foster autonomous learning among students While it covers similar topics as its predecessor, it features a distinct organization and approach to lesson delivery.
Teachers are crucial in selecting and adapting appropriate methods for curriculum implementation, which ultimately benefits their students (Wolfson, 1997) This adaptation of the curriculum also influences the effectiveness of new teaching methods.
Dynamic assessment was chosen to enhance students' writing skills in the classroom The school actively promotes this approach to foster English practice and nurture students' interests in learning.
The research focused on a group of 35 tenth-grade students enrolled in a non-majored English class Participants were selected due to their shared characteristics, such as age and educational background, as well as their relevant experiences related to the study.
2007) The participants were at the same age of 16 years old and possessed the pre- intermediate level of English writing skills Despite varied purposes for learning
English such as graduating from high school, studying abroad and mastering English, students were gratified and satisfied to take part in this innovative project.
Data collection
The study began when the teacher noticed minimal improvement in students' writing skills, as indicated by pretest results To address this issue, a situational analysis was conducted to identify the underlying causes of the students' writing difficulties Following this analysis, the teacher secured approval from school management and obtained consent from students to proceed with action research The final step involved developing an action research plan that incorporated the use of Dynamic Assessment (DA).
In the classroom writing process, direct assistance (DA) emerged through mediation and intervention, where students actively sought help from the teacher by asking questions The teacher responded with guidance, offering hints and prompts to enhance students' understanding and task performance After collecting students' writing samples, common errors were identified, and the teacher provided explanations for these mistakes Subsequently, practice sessions were initiated, allowing students to engage in self-correction and peer feedback within a supportive classroom environment.
After a period of time of intervention, a posttest was applied to students in order to reveal the effect of DA on development of writing abilities
The data collection process consisted of three key stages: pre-test, intervention, and post-test, conducted over a six-week period to gather both quantitative and qualitative data.
Stage 1: Students taking the pre-test (one week)
Stage 2: The implementation of DA (Mediation or Intervention) (four weeks) Stage 3: Participants taking the post-test and interviews (one week)
To conduct the study profitably, a variety of materials and instruments were employed purposefully:
Pre-test and post-test
Pre-test and post-test design is a valuable research method for evaluating the effectiveness of interventions and measuring changes over time (Stratton, 2019) This approach effectively addresses the research questions related to expected outcomes and the extent of change from pre-test to post-test.
Under the new general education curriculum, students are required to complete two exams each academic term: a mid-term test and a final-term test Each of these assessments includes a writing component, along with evaluations of reading, listening, and speaking skills.
The study utilized two tests with identical patterns and structures as pre-test and post-test to gather quantitative data To prevent the "practice effect" (Bachman, 1990), the only difference between the tests was the change in topics, requiring students to write paragraphs on distinct subjects for each assessment.
The pre-test and post-test were conducted at the beginning and end of the data collection process to evaluate the improvement in students' writing skills over four weeks of activities involving Direct Assessment (DA) Designed by the English Section teachers, the tests adhered to a structure and content approved by school authorities, with their preparation kept confidential and closely monitored to prevent content leakage and ensure fairness.
The use of Dynamic assessment as an intervention
In this study, dynamic assessment was employed during the intervention phase, occurring between the pre-test and post-test Over the following four weeks, mediation and intervention techniques were utilized in the writing class to enhance student learning and performance.
During this stage, students learned to complete writing assignments and engaged in related exercises to enhance their writing skills The teacher provided continuous support throughout the process, offering mediation and intervention when challenges arose By giving hints and suggestions, the teacher helped students identify and correct their errors independently Dynamic assessment was utilized through written and spoken forms, allowing students to seek help directly in class or submit drafts for feedback After receiving their papers with highlighted mistakes, students corrected them and improved their writing in a revised version.
The prolonged duration of this stage can be attributed to the high school curriculum, which allocates only three English periods weekly, requiring an equal division among the four skills In contrast, the new curriculum integrates these skills within each period, allowing for frequent dynamic assessments throughout the week without disrupting the experiment Consequently, this stage necessitated a thorough approach to dynamic assessment to ensure improved outcomes.
In motivation studies for second language acquisition, interviews are recognized as an effective method for capturing participants' immediate feelings and experiences (Muir, Florent, and Leach, 2020) This research employed semi-structured interviews to collect qualitative data, utilizing a carefully crafted list of questions to explore relevant issues (see Appendix 1).
- The difference(s) between learning writing with DA and with traditional method of assessment before
- Students’ feeling during and after experiencing DA
- Students’ confidence after experiencing DA
- Positive factors of DA that enhance their writing skills
- Negative factors of DA (if any)
The supervisor reviewed the semi-structured interview form to assess its language and expression, ensure it reflects the relevant conceptual dimensions, and determine if the questions effectively align with the study's objectives.
Based on the pre-test’s results, students were divided into 4 groups: very poor (Group
1), fair to poor (Group 2), good to average (Group 3) and excellent to good (Group
After the post-test, 12 students were randomly selected from each group to participate in individual face-to-face interviews aimed at gathering qualitative data Conducted in Vietnamese, these interviews allowed participants to express their attitudes and feelings in detail To ensure comfort and ample time for responses, interviews were held after each class The sessions were recorded for accurate data collection and later transcribed and translated into English Prior to analysis, the data was sent back to the interviewees for their confirmation.
Data analysis
The purpose of data analysis is to interpret and make sense of information from diverse sources and formats (Cohen et al., 2011) Utilizing various techniques, it serves as a crucial tool for researchers to make informed decisions, forecast trends, and enhance operational efficiency (Bhatia, 2017) The results derived from data analysis were cross-referenced with interview findings to facilitate a comprehensive discussion.
Teachers from the English Section of the school collaboratively graded both pre-tests and post-tests to eliminate subjectivity and assess the impact of dynamic assessment on students' writing skills, utilizing the ESL Composition Profile (Jacobs et al., 1981) Each writing sample was evaluated based on five criteria: mechanics, language use, vocabulary, organization, and content, with a total score of 2.5 out of 10 distributed equally among these criteria The quantitative data collected was analyzed using SPSS (version 26) to identify differences between dynamic assessment and traditional methods, as well as to evaluate the effect of dynamic assessment on students' writing skill development.
Figure 3.2 ESL Composition Profile (Jacobs et al., 1981)
The interview findings revealed valuable insights into participants' perspectives on enhancing dynamic assessment in writing classes To analyze the qualitative data gathered, Quirkos (version 1.6) was employed, utilizing thematic analysis to identify key themes and trends.
Thematic analysis, as outlined by Braun and Clarke (2006), is a flexible and comprehensive method for identifying and analyzing themes in data related to research questions This process involves six key steps: familiarizing oneself with the data, generating initial codes, assigning these codes to themes that reflect common ideas, reviewing the themes and subthemes, defining and naming the themes, and finally, reporting the identified themes.
Categories or themes were reexamined to make sure that they included all relevant data and did not overlap with others (see Appendix 2 for the Coding of qualitative data).
Data reliability and validity
Reliability and validity are essential concepts for assessing the quality of research, particularly in quantitative studies It is crucial to incorporate these principles during the research design phase, method development, and when reporting findings (Middleton, 2024).
Reliability refers to the consistency of measurement across different scenarios, indicating that a study yields the same results when repeated under varying conditions (Nunnally, 1978) This means that if a researcher conducts a study multiple times and obtains identical results, the data is considered reliable.
To ensure data reliability in the study, both pretest and posttest were conducted rigorously and impartially These assessments occurred during mid-term and final exams in a centralized format, overseen by random invigilators rather than classroom teachers Grading was also centralized, involving multiple educators to provide an unbiased evaluation Consequently, the results accurately represented the students' actual abilities, and if the same tests were administered again, identical outcomes would be expected.
Validity is the extent to which a method measures what it aims to measure (Zohrabi,
2013) In other words, it refers to how accurately an instrument measures what it is expected to measure (Middleton, 2024)
To ensure the validity of the study's data, the grading process of the tests was outlined, emphasizing that participants completed comprehensive pretests and posttests While the study primarily focused on writing skills, only the scores from the writing sections were analyzed Additionally, the interview procedure was designed to enhance accuracy; students were reminded of the purpose of Dynamic Assessment (DA) to encourage correct responses During the interviews, questions were crafted to be clear, specific, and directly related to the central themes of DA and students' writing skills.
Ethical issues
The study involving participants under 18 adhered to the Ethical Guidelines for Educational Research (4th edition) set by the British Educational Research Association Initially, the administrators of Nguyen Chi Thanh High School for the Gifted were informed about the study's purpose and implementation to secure their approval Additionally, the former class teacher and students' parents were assured that participation in the project would not affect the students' academic performance or results.
A total of 35 students volunteered for the study, with all participants informed about its purpose, data collection procedures, and their roles, ensuring confidentiality throughout the process Ethical considerations were strictly followed, including recorded interviews and the provision of a consent form that emphasized their freedom to participate or withdraw at any time (Rallis and Rossman, 2009) Students were provided with the consent form (see Appendix 3) and were asked to return the signed document at their earliest convenience.
This chapter outlines the methodology of the study, detailing the rationale behind the selection of both quantitative and qualitative approaches It explains the participant selection process, data collection methods, and analysis techniques, ensuring data reliability and validity Additionally, ethical considerations are addressed The findings derived from this data will be presented and discussed in the following chapter.