Developing L2 oral language proficiency using concept-based Dynamic Assessment within a large-scale testing context

Abstract

Oral language proficiency (OLP) is a central facet of foreign language learning. Nevertheless, it is a component that is challenging both to teach and to test (Luoma, 2004). In an effort to optimize these processes, this paper examines the application of the Vygotskian notion of Dynamic Assessment (DA) as a means to prioritize the learning-assessment relationship with a view to enhancing OLP performance and up-scaling DA use for larger groups of learners to match large-scale test contexts. In this study, Israeli high-school students preparing for their matriculation OLP test in EFL, which focuses on the measures of Communicative Ability (fluency) and Accuracy, underwent a single short-term DA mediation session following a pre-test. A teacher-tester administered the mediation to individuals and groups of students as they analyzed a video recording of their pre-tests, equipped with a theoretical scientific-concept-based instrument (SCOBA). Post- and follow-up tests were given to all participants. Findings show that students who underwent DA mediation improved scores in the post- and follow-up tests for both measures, suggesting that this form of DA mediation may have beneficial short and longer-term impact on OLP performance within a large-scale context.