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연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
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This study aimed to explore the role of dynamic assessment (DA) in expanding the zone of proximal development of English as a foreign language (EFL) leaners at different levels. For this purpose, we conducted a comparative study with high- and low- level EFL learners in the writing course consisting of 8 weeks of general writing practice and 6 weeks of national writing examination preparation. We administered pre- and post-tests of a writing prompt and two questionnaires to both groups. The results showed the gap in the use of writing strategies between the two groups was reduced after the DA treatment. Students, in particular those at the lower levels, made more progress and became more aware of the various writing strategies available. Furthermore, the DA intervention increased the intrinsic interest of the two groups in the English writing process and narrowed the difference in writing scores between the two groups. Although each aspect of composition increased to a varying degree, the mean value of the language for the two groups did not reach significance. On the basis of this finding, this study suggests how and when DA intervention may be needed to improve EFL learners’ writing abilities and strategies.
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