A Study of the Impact of Dynamic Assessment on L2 English Teachers Classroom Interactional Practices

Abstract

Abstract newlineThis study explores the impact of dynamic assessment on classroom interactional newlinepractices of second language teachers in ESL context. Numerous studies in the ESL context newlinehave attempted to describe the effective and ineffective classroom behaviours of L2 teachers newlineand the consequences of such behaviours on language learning opportunities for students. Yet, newlinevery few studies till date explored the processes in which L2 teachers can be supported in newlineovercoming their ineffective or routine behaviours and learning to take effective interactive newlinedecisions. newlineIn this study, the research questions attempted to find 1) the dominant interactional newlinepatterns in the participant teachers classes before DA2) the role of DA in shaping teachers newlineconceptual thinking in relation to classroom interactional practices and 3) the extent to which newlineDA can promote change in the classroom interactional practices of L2 teachers. Six teachers newlineworking in Zilla Parishad high schools of Telangana participated in this study. Quasiexperimental newlineresearch design (i.e., pre-task, intervention and post-task format on a single group newlineof participants) was used as the purpose of the study was to trace the process of change in the newlineparticipants ability to think conceptually. In the intervention, teachers were taught effective newlinequestioning and follow-up features and then assessed dynamically based on their real-time newlineclassroom interactional practices. In this study, DA procedures were conducted with each newlineteacher individually following the observation of a lesson. The intervention comprised of three newlineDA sessions with each of the six participants. Data collection tools included video recordings newlineof teachers classroom interactions - before and after the intervention, and audio recordings of newlineinteractions between the researcher (also the mediator in this study) and the teachers during the newlineDA sessions. Mixed method approach was used for data analysis. newlineThe data revealed that by the end of the intervention there was a decrease in the newlinefrequency of mediation requi