Tailoring Computerised Mediations to Chinese EFL Learners’ ZPD through a Hybrid Dynamic Assessment Model for L2 Inferential Reading: A Mixed-Methods Study

In L2 education, the longstanding dualism between instruction and assessment remains problematic (Poehner & Lantolf, 2010). Standardised testing only measures learners’ fully-matured abilities, ignoring their learning potential which might still be maturing during the assessment process. To address the above issue, Dynamic Assessment (DA) has been introduced as an innovative assessment and pedagogical approach aiming to unify instruction with assessment in a single activity. This is done by providing learners with graduated feedback, known as mediations, aligning with their Zone of Proximal Development (ZPD) whenever difficulties arise completing the assessment tasks. However, current DA models, including both interactionist DA and interventionist DA, exhibit notable insufficiencies as they tend to be either impractical or decontextualised when implemented in real L2 classrooms with larger cohorts of learners. This calls for a hybrid DA approach merging the two conventional DA models together in realising practical and contextualised DA implementation in L2 instructional settings. Thus, rooted in Vygotsky’s Sociocultural Theory and his ZPD concept, this project investigates the mediation design, actual implementation and learner perceptions of a hybrid computerised dynamic assessment (hybrid C-DA) model on L2 inferential reading in the Chinese university EFL classroom. First, this project intends to improve the previous DA models and designs by conceptualising the hybrid C-DA model, which integrates interactionist DA (Group DA, or G-DA) with interventionist DA (Computerised DA, or C-DA), for an optimal DA implementation in the L2 classroom. Second, this project seeks to add further evidence to the L2 DA field by implementing hybrid C-DA in the under-researched Chinses EFL context to see how DA principles can be better operationalised in larger-scale classrooms without the limitations of space and labour. Specifically, this project adopts a 3-phase mixed methods intervention design using various qualitative and quantitative methods. Firstly, this project examined how contextualised and ZPD-sensitive mediations were devised for the hybrid C-DA intervention programme through classroom-based G-DA interactions informed by a short-answer questionnaire. Secondly, this project investigated the effectiveness of the hybrid C-DA intervention programme in diagnosing and promoting learners’ L2 inferential reading through a quasi-experiment with a between-group design. Finally, this project explored learners’ perceptions of their own mediational experiences interacting with the hybrid C-DA programme via individual semi-structured interviews. Research findings suggest that firstly, a cascading stage together with a calibration stage are needed for designing contextualised mediations tailored to the computerised environment, the learners’ ZPD as well as the specific type of inferential question. Secondly, the hybrid C-DA programme is effective in promoting learners’ L2 inferential reading abilities. With parallel pre-test scores, the experimental group/class experiencing hybrid C-DA performed significantly better than the control group in both the post-test and the two transfer tests. Moreover, the hybrid C-DA programme is effective in diagnosing learners’ potential L2 inferential reading abilities unobtainable through standardised testing. Multi-dimensional learner profiles are established during both one-shot hybrid C-DA test on a micro level as well as throughout the multiple hybrid C-DA tests on a macro level. These nuanced profiles instantiated through the interplay among learners’ actual/unmediated scores, mediated scores, gain scores and learning potential scores (LPSs) successfully showcase their differentiated levels of learning potential, their distinct mediational levels of ZPD movement across different inferential question types as well as the non-linear and uneven nature of their microgenetic development in L2 inferential reading. Finally, learners’ perceptions of their mediational experiences during hybrid C-DA are generally positive. Simultaneously, for learners belonging to the low-, mid- and high-range LPS groups, their perceptions mainly differ in the emotional, behavioural and metacognitive dimensions of their hybrid C-DA experiences. Overall, these findings contribute conceptually, methodologically and pedagogically to future L2 DA research as well as to the curriculum-based L2 teaching, learning and assessment as a whole.

Name dc:type.qualificationname

Doctor of Philosophy (PhD)

Level dc:type.qualificationlevel

Doctoral

Grantor dc:publisher.institution

University of Cambridge

Year dc:date.issued

2024

Author dc:creator

• Jin, Can

Advisor dc:contributor.advisor

• Liu, Yongcan

• Sociocultural theory
• Zone of proximal development
• Hybrid computerised dynamic assessment
• Second language reading

Licence

• https://apollo8-f-pro.lib.cam.ac.uk/bitstreams/d5243bfc-2edf-4e28-97ab-8fee11cebb82/download
• https://www.rioxx.net/licenses/all-rights-reserved/

Language dc:language

eng

DOI dc:identifier.doi

https://doi.org/10.17863/CAM.113963

OAI identifier oai:identifier

oai:www.repository.cam.ac.uk:1810/376919