Analysis of the effect of the dynamic assessment approach implementation in the English learning process: A case study of B.A. students in Early Childhood Education at a university in Bogotá.

Abstract

This paper presents a report of qualitative case study research that explored the implementation of dynamic assessment in a group of fifteen students of English enrolled in a bachelor program in Early Childhood Education of a Colombian private university. Dynamic assessment is an approach through which teachers assess learners’ progress by paying attention to students’ errors, providing graduated prompts or mediations to help them fix them, considering more important the process rather than the product. Data were gathered through classroom observations, students’ questionnaires, pretest and post-tests and focus group. The results indicated that dynamic assessment serves as a complementary assessment method for students to get higher performance in the speaking, listening, and writing skills in the learning process of English. Also, learners showed positive feelings and attitudes toward DA and their learning process since it served them as a comfortable, structured, practical, and meaningful way to recognize their weaknesses, strengths, and needs in English as a foreign language. Moreover, students felt more motivated and confident toward learning English due to the goals they were able to achieve during and after the implementation. The study bears implications for university administrators, English teachers and learners.