Instructional Efficacy of Dynamic Assessment on English Vocabulary Learning of Young Iranian EFL Learners: The Case of Near vs. Far Transcendence Tasks

Abstract

One of the major concerns for English learners is finding an effective method to learn new vocabularies. Dynamic assessment (DA) is an interactive assessment technique which provides assessment and instruction simultaneously to promote learners’ development (Lantolf & Poehner, 2004). The present study was an attempt to investigate the instructional efficacy of DA on English vocabulary learning of young Iranian EFL learners. In so doing, twenty five female Iranian EFL learners at elementary level from Kowsar language institute in Iran were selected. Megasection method was used for this group to implement the interventionist cake model of DA to promote English vocabulary achievement of the learners. First of all, a thirty item multiple-choice vocabulary test was administered. When the learners encountered difficulties in answering an item, the mediator offered five kinds of pre-fabricated mediatory prompts during the test administration. Secondly, two days after the end of the multiple-choice vocabulary test, a parallel test was administered to assess the number and the kind of mediation they required during this test. Thirdly, the results of both tests were compared to find whether DA promotes vocabulary learning. Finally, far and near transcendence tasks were conducted to evaluate lexical recall of the learners in short-term and long term memory and also to find out whether students can extend the learned vocabulary to new contexts. The results of data analysis indicated that learners’ English vocabulary ability was promoted.