Full metadata record
| DC Field | Value | Language |
|---|---|---|
| dc.contributor | Faculty of Humanities | en_US |
| dc.contributor.advisor | Qian, David (ENGL) | en_US |
| dc.creator | Liu, Jiexiu | - |
| dc.identifier.uri | https://theses.lib.polyu.edu.hk/handle/200/13074 | - |
| dc.language | English | en_US |
| dc.publisher | Hong Kong Polytechnic University | en_US |
| dc.rights | All rights reserved | en_US |
| dc.title | Developing group dynamic assessment of writing among EFL learners : combining corrective feedback and rubrics as mediating tools | en_US |
| dcterms.abstract | Dynamic assessment (DA), which is grounded in sociocultural theory (SCT) and integrates instruction and assessment in promoting learners’ future development, has been the subject of investigation in second language learning in recent years. However, DA is widely known for being constrained in efficiency, as it is typically conducted in dyads. Therefore, in their search for an alternative, scholars began to explore Group Dynamic Assessment (G-DA), that is, carrying out DA activities simultaneously among a group of L2 learners or in a classroom context. Such exploratory G-DA studies have involved different language skills and learning contexts. However, G-DA research on developing writing skills has remained scanty. | en_US |
| dcterms.abstract | Meanwhile, the benefits of corrective feedback (CF) and assessment rubrics have constituted hot topics in the writing field despite SCT scholars’ unique perception of CF as a social activity that involves mutual interaction between the learner and teacher. As a result, SCT scholars are more concerned about how such interaction is negotiated. Some scholars argue that writing rubrics enable learners to obtain a better understanding of the qualities in effective writing that translate to better writing performance. However, the combination of CF and rubrics as mediating tools in G-DA to promote writing performance remains to be explored. The main purpose of the present research is to investigate the systematic provision of mediation in G-DA using rubrics and CF as mediating tools, as well as to examine learners’ perceptions of G-DA in classroom settings following their participation in G-DA enrichment activities. Additionally, the study aims to research whether learners can improve their writing drafts with the use of mediating tools in G-DA, and how learners extend the knowledge from G-DA to new situations. | en_US |
| dcterms.abstract | I conducted a five-week pilot study followed by a seventeen-week main study. The pilot study aimed to evaluate the feasibility of the research design by identifying limitations and addressing them in the main study. Additionally, the pilot study diagnosed learners’ writing difficulties and formed a regulatory scale for the teacher mediator in the main study. | en_US |
| dcterms.abstract | Learners in the main study were 32 Chinese sophomores who majored in English. They were required to complete seven writing tasks selected from the Test for English Majors Band 4 (TEM4). They wrote seven independent drafts, which they later revised (in total, there were fourteen revised drafts). The first independent drafts of each writing task indicated the actual developmental level of learners. This was followed by two sessions of interactive DA enrichment before learners revised each draft. Meanwhile, the enrichment stages included concurrent G-DA, peer interactions, and cumulative G-DA. After the enrichment activities, the learners revised the drafts, an activity that demonstrated the extent to which they responded to mediation. Furthermore, learners had both a near-transcendence task in the 15th week and a far-transcendence task in the 17th week, during which they displayed their ability to expand their knowledge to later contexts. | en_US |
| dcterms.abstract | The present study employed a mixed-methods approach, which included recording, transcribing and analyzing peer interactions, teacher mediation, and semi-structured interviews. In addition, the scores of independent writing tasks, revised drafts, and the transcendence tasks were quantitative analyzed. Findings from the study suggest: 1) The use of corrective feedback and rubrics as mediating tools can enhance the systematicity of G-DA procedures and attune the mediation to the G-ZPD; 2) G-DA increases learners’ self-regulated learning ability and fosters their self-regulation. Additionally, most learners have a preference for concurrent G-DA, given that they are fully involved in the interactions. However, learners with different writing abilities have different roles in cumulative G-DA. In particular, a high-level learner is mostly a primary interactant, while a low-level learner is both a primary and second interactant in the cumulative G-DA. Notably, peer interactions should be listed as part of the G-DA among intermediate L2 learners in writing; 3) Data from the quantitative analysis suggest that learners have different improvement trajectories regarding summary writing, content, structure, and language use after weeks of mediation. Summary writing improves most while the structure improves least. Content and language use improve steadily; 4) The data analysis for the near transcendence task and the far transcendence task indicate that the learners retain their writing ability at different levels as regards different areas of writing skills. | en_US |
| dcterms.abstract | The study presents significant implications for writing practitioners. Writing teachers are encouraged to integrate corrective feedback and rubrics as mediating tools within the framework of G-DA for writing tasks in classroom settings, as corrective feedback and rubrics can enhance the systematicity of mediation. Furthermore, it is recommended that peer interactions be incorporated into G-DA since they have the potential to serve as an effective supplement to teacher mediation, particularly when peers are adequately trained. To facilitate more effective engagement by learners during G-DA, instructors might consider the implementation of longer concurrent G-DA than cumulative G-DA. This approach allows for a more interactive learning experience in G-DA especially among a group of learners. | en_US |
| dcterms.extent | xi, 204 pages : color illustrations | en_US |
| dcterms.isPartOf | PolyU Electronic Theses | en_US |
| dcterms.issued | 2024 | en_US |
| dcterms.educationalLevel | DALS | en_US |
| dcterms.educationalLevel | All Doctorate | en_US |
| dcterms.LCSH | Dynamic assessment (Education) | en_US |
| dcterms.LCSH | English language -- Composition and exercises -- Study and teaching | en_US |
| dcterms.LCSH | English language -- Rhetoric -- Study and teaching | en_US |
| dcterms.LCSH | Hong Kong Polytechnic University -- Dissertations | en_US |
| dcterms.accessRights | restricted access | en_US |
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| File | Description | Size | Format | |
|---|---|---|---|---|
| 7555.pdf | For All Users (off-campus access for PolyU Staff & Students only) | 3.43 MB | Adobe PDF | View/Open |
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