Proceedings of The 5th International Conference on Advanced Research in Education, Teaching and Learning
The Effect of Interventionist DA versus Interactionist DA on Iranian EFL Learners’ Autonomy and Strategy Use in Reading Class
Golay Amiri, Batool Faghani, Zahra Naderi Beni
Dynamic assessment (DA), as an interactive assessment approach, tries to assess learners’ thinking, learning, and problem solving skills. DA is a notion elicited from Vygotsky’s (1978) cognitive development theory, and it is regarded as a contrast to traditional assessment approaches. Using DA’s two approaches, namely interactionist and interventionist, the current study aims to investigate their effects on Iranian EFL learners’ autonomy and strategy use in a reading class. 60 Female elementary level students participated in the study. Two research questions were explored: Does interventionist DA versus interactionist DA have any significant effects on Iranian EFL learners’ autonomy? And, does interventionist DA versus interactionist DA have any significant effects on Iranian EFL learners’ strategy use in reading class? Based on the outcomes of the study, it can be said that interventionist DA and interactionist DA have a positive effect on learner autonomy and strategy use in doing reading comprehension tasks. In order to develop a conclusive approach for the dynamic assessment of learner autonomy and strategy use, the findings from various areas of research must be combined, and teachers are suggested to implement DA in their practices.
keywords: Dynamic assessment (DA); interventionist; interactionist; learner-autonomy; strategy-use; reading .