A hybrid dynamic assessment (HDA) model of essay writing by English language learners (ELL): An exploratory qualitative study.

摘要

This qualitative study explores the impact of a proposed Hybrid Dynamic Assessment (HDA) model on the essay writing of English Language Learners (ELL). The proposed model is rooted in Vygotsky's Sociocultural Theory (SCT) concept of Zone of Proximal Development (ZPD). The participants of the study included six ELL and their two writing teachers within the English Language Institute (ELI) at the American University in Cairo (AUC), Egypt. Using pre- and post-tests, observations, and interviews, the study explored three main research questions which are: (1) how is the HDA model applied?, (2) what is the impact of the HDA model on the writing of the six ELL?, and (3) how do participants evaluate the HDA model?;Findings of the study show that a number of different mediation strategies were used during the application of the HDA model including the use of elicitation, explanation, correction, translation, hinting, use of physical tools, and use of non-verbal cues. The mediator was found to perform a number of procedural roles including beginning the mediation session, negotiating area of focus, using appropriate mediation strategies, summing up the session, and grading students' writing development using the writing development rubric specially designed for the present study. The mediator also provided affective and academic support as needed during the different mediation sessions. As for students, they performed two main roles during the mediation sessions including requesting help from the mediator and negotiating area of focus.;Findings of the study also reveal that the HDA model has a positive impact on the different writing areas of content, language, and organization. The analysis of the pre-and post-tests showed that the majority of the writing areas partially developed, a few showed higher levels of development, mainly content writing issues, and only one language area showed no sign of improvement at all.;Finally, participants reported their positive evaluation of the model. As for the two teachers, they too expressed their willingness to implement the HDA model in their writing classes; however, they also stated that they had two concerns regarding the model including time-constraints and students' expectations regarding teacher feedback.