The Differential Diagnostic Affordances of Interventionist and Interactionist Dynamic Assessment for L2 Argumentative Writing

• DOI: 10.1558/lst.37685
• Publication Date: 2022-03-18T15:03:16Z
• Authors: Hossein Nassaji; Ali Kushki; Mohammad Rahimi
• Keywords: Argumentative; Affordance

Taking a case study approach, this investigated the differential potentials of interactionist and interventionist Dynamic Assessment (DA) as diagnostic tools for investigation difficulties faced by five Farsi-speaking learners English argumentative writing. The was conducted part an EFL academic writing course which aimed to improve learners’ ability present strong arguments based on revised version Toulmin’s model (Qin, 2009). focus process rather than product learning, with aim gaining insights into nature DA address persistent problems these had been shown have, confirmed their instructor. Data were collected via individualized sessions between mediator learners, randomly assigned (n=3) (n=2) groups. Qualitative analysis transcribed interactions evidenced that could provide more nuanced understandings ZPDs in relation components model. Suggestions further research have made.