Dynamic Assessment of IELTS Speaking

A Learning-Oriented Approach to Test Preparation

Authors

  • Valeriya Minakova The Pennsylvania State University

DOI:

https://doi.org/10.1558/lst.36658

Keywords:

Dynamic Assessment (DA), Test Preparation, The International English Language Testing System (IELTS), Systemic-Theoretical Instruction (STI)

Abstract

This paper presents the results of a qualitative case study that explored the potential of Dynamic Assessment (DA) to promote language development for students preparing for the International English Testing System (IELTS) speaking exam. Two high-intermediate learners of English from an Intensive English Program (IEP) in the U.S. participated in a three-week mediation program aimed at improving their use of tense-aspect markers in speaking. The transfer tasks conducted at the end of the program indicated that both participants gained better control over the use of past tense as well as perfect and progressive aspects. Their improved ability was demonstrated by the appropriate and independent use of the target forms and frequent attempts to self-correct. The study provides an example of how DA can be integrated into the test preparation context to promote learners’ language skills within their Zone of Proximal Development.

Author Biography

Valeriya Minakova, The Pennsylvania State University

Valeriya Minakova is a PhD student in the Department of Applied Linguistics at The Pennsylvania State University. She holds a BA in English Philology, Moscow State University, 2012; and an MA in TESOL, American University, Washington, DC, 2016. Valeriya has extensive experience of teaching IELTS/TOEFL test preparation courses in Russia and the U.S.

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Published

2020-03-31

How to Cite

Minakova, V. (2020). Dynamic Assessment of IELTS Speaking: A Learning-Oriented Approach to Test Preparation. Language and Sociocultural Theory, 6(2), 184–212. https://doi.org/10.1558/lst.36658

Issue

Section

Articles