Web 2.0 Incorporated Dynamic Assessments to Assess Writing Ability of Iranian EFL learners

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Shiva Seyed Erfani
Shiva Seyed Erfani
2
Ahmad Agha Ebrahimiyan
Ahmad Agha Ebrahimiyan
1 Assistant professor at Islamic Azad University, Roudehen Branch, Iran

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GJHSS Volume 13 Issue G14

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In dynamic assessment which emphasizes the process rather than product learners are provided with corrective feedback in categorized levels. On the other hand, Blog is an on-line and user-value driven technology widely used in language learning. This study was an attempt to investigate the effect of the Web 2.0 on writing ability of Iranian EFL learners through the process of dynamic assessment. To do so, twenty low advanced EFL learners were randomly selected to take part in an eight-session class in advanced writing. The participants were assigned into two control and experimental groups consisting of ten members. Both groups were exposed to dynamic assessment however they differed in that the dynamic assessment of the experimental group was applied online through using a blog and the dynamic assessment of the control group was based on traditional paper-and-pencil method.

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No external funding was declared for this work.

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The authors declare no conflict of interest.

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No ethics committee approval was required for this article type.

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Shiva Seyed Erfani. 2014. \u201cWeb 2.0 Incorporated Dynamic Assessments to Assess Writing Ability of Iranian EFL learners\u201d. Global Journal of Human-Social Science - G: Linguistics & Education GJHSS-G Volume 13 (GJHSS Volume 13 Issue G14): .

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GJHSS Volume 13 Issue G14
Pg. 49- 55
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Crossref Journal DOI 10.17406/GJHSS

Print ISSN 0975-587X

e-ISSN 2249-460X

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February 13, 2014

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English

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In dynamic assessment which emphasizes the process rather than product learners are provided with corrective feedback in categorized levels. On the other hand, Blog is an on-line and user-value driven technology widely used in language learning. This study was an attempt to investigate the effect of the Web 2.0 on writing ability of Iranian EFL learners through the process of dynamic assessment. To do so, twenty low advanced EFL learners were randomly selected to take part in an eight-session class in advanced writing. The participants were assigned into two control and experimental groups consisting of ten members. Both groups were exposed to dynamic assessment however they differed in that the dynamic assessment of the experimental group was applied online through using a blog and the dynamic assessment of the control group was based on traditional paper-and-pencil method.

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Web 2.0 Incorporated Dynamic Assessments to Assess Writing Ability of Iranian EFL learners

Shiva Seyed Erfani
Shiva Seyed Erfani Assistant professor at Islamic Azad University, Roudehen Branch, Iran
Ahmad Agha Ebrahimiyan
Ahmad Agha Ebrahimiyan

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