Dynamic Assessment of Speaking Abilities at the University Setting

다국어 초록 (Multilingual Abstract)

The focus of the study is on Dynamic Assessment (DA), an alternative way of conceptualizing the relationship between assessment and instruction, rooted in Vygotsky’s Sociocultural Theory of cognitive development. The current study seeks to explore the application of DA to an L2 learning context at a Korean university setting for the following specifics: any insights into learners’ speaking abilities that only come to light during DA and the possibility of promoting learners’ abilities through DA. Six university students taking an advanced English speaking class were asked to complete three oral tasks. The findings reveal that DA is an effective means of understanding learners’ L2 abilities by determining precise Zones of Proximal Development (ZPDs) and uncovering the extent of a problem that learners experience. At the same time, DA takes on a leading role in their development, which is shown through differential qualitative changes to mediated support among learners. Future research is directed to look for a possibility to integrate some of psychometric constructs into DA framework for the sake of a pedagogical breakthrough to foster learners’ L2 development.

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