Mobile-Mediated Versus Face-to-Face Dynamic Assessment, EFL Learners’ Writing Fluency, and Strategy Awareness
A Sociocultural Perspective
DOI:
https://doi.org/10.1558/lst.20288Keywords:
dynamic assessment, sociocultural theory, mobile-mediated language learning, writing fluency, strategy awarenessAbstract
The current study examined the effects of mobile-mediated versus face-to-face dynamic assessment (DA) on EFL learners’ writing fluency and strategy awareness during four treatment sessions. To fulfill this objective, a total of 45 Iranian EFL learners were randomly selected and assigned into two experimental conditions, which included one mobile-mediated and one face-to-face DA condition, and one control group. Then, the participants of the experimental conditions were engaged in mobile-mediated and face-to-face DA sessions targeting their writing fluency while the control group students were just asked to write. The results of data analysis indicated that both mobile-mediated and face-to-face DA conditions were beneficial for EFL learners’ writing fluency and revealed that mobile-mediated DA was more effective than face-to-face DA. Moreover, the results showed that mobile-mediated DA enhanced learners’ writing strategy awareness.
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