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An exploration into EFL learners’ writing skills via mobile-based dynamic assessment

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Abstract

This study utilizing a sequential explanatory mixed-methods design explored the impact of mobile-based dynamic assessment (MDA) on EFL learners’ writing skills. Three intact classes (N = 30), including intermediate EFL learners attending a private English language school in Iran, participated in this study. They were evenly divided into two experimental and one control groups. The DIALNG online diagnostic test was used to assess the participants’ written proficiency and also as an instrument to collect the pre-and post-test scores. During the treatment sessions, the students were required to complete writing tasks over their Google Docs mobile app shared with the instructor. She provided text- and voice-based mediations to the experimental groups following an interactionist DA using both WhatsApp and Google Docs. Follow-up interviews were conducted to assess the experimental groups’ perceptions towards each mediation type. T-test and ANOVA along with the thematic analysis were used to analyze the quantitative and qualitative data, respectively. The findings showed that only the text group’s post-test scores significantly improved and there was a significant difference among the three groups in their post-test scores which indicated outperformance of the voice group. The overall results showed that MDA enhances EFL learners’ written proficiency as a result of the collaborations between the learners and the instructor using text and voice-based mediation. The thematic analysis of data revealed the participants’ satisfaction with both mediation types in terms of being efficient, convenient, and causing less social pressure.

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  1. Applied Linguistics, Faculty of Humanities, Razi University, Kermanshah, Iran

    Saman Ebadi & Saba Bashir

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  1. Saman Ebadi
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Appendices

Appendix 1 (guiding questions)

  1. 1.

    What aspects of this experience did you enjoy most?

  2. 2.

    What obstacles did you face during this experience?

  3. 3.

    What are your suggestions for improving this kind of instruction and feedback provision?

  4. 4.

    Did your opinions towards this learning experience change over the sessions? Give examples.

Appendix 2 (writing tasks prompts)

  1. 1.

    The best holiday ever (Write about a holiday that you went on that was really important to you. Say where you went and what you saw, and explain why it was the best holiday you ever had.)

  2. 2.

    An important person in my life (Write about a person who has had an important influence on you. Describe the person, explain how they influenced you, and why they have been important in your life.)

  3. 3.

    The purpose of television (You have had a class discussion on the purpose of television. Now your teacher has asked you to write a composition answering the following question: Television entertains, but can it also educate? Write your composition.)

  4. 4.

    Learning a new language. (Is learning to speak a foreign language as important these days as it was in the past? Write an essay giving your opinion.)

  5. 5.

    Health or wealth? (You have recently had a class discussion about the importance of taking care of your health. Now your English teacher has asked you to write an essay giving your opinions on the following statement: It is more important to be healthy than to be rich. Write your essay.)

  6. 6.

    A walk in the park (Your teacher has asked you to write a story. Your story must start with these words: “Sue was walking in the park, when something unusual happened.”)

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Ebadi, S., Bashir, S. An exploration into EFL learners’ writing skills via mobile-based dynamic assessment. Educ Inf Technol 26, 1995–2016 (2021). https://doi.org/10.1007/s10639-020-10348-4

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