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Description
This study explores the effects of interventionist dynamic assessment on the grammatical knowledge and self-efficacy development of Thai EFL university students. Data for the study were obtained from pre- and post-tests, questionnaires, and interviews, allowing for both quantitative and qualitative insights. The findings reveal that students experienced progress in their grammatical competence as well as enhanced levels of self-efficacy, suggesting the effectiveness of the intervention in supporting language learning outcomes.
Summary
This study investigates the effects of interventionist dynamic assessment on enhancement of Thai EFL students’ grammatical knowledge, with a focus on the six most common grammatical errors, and perceived self-efficacy. The results of the mediated tests from each session demonstrated progress in students’ grammatical knowledge, and a positive impact of interventionist dynamic assessment on students' self-efficacy was observed, leading to implications for implementation of interventionist dynamic assessment in language classrooms.
| Teaching Context | College and university education |
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