An Investigation of Dynamic Assessment on EFL Learners’ Speaking Performance
Bibliographic record
Abstract
This research investigates the effect of DA on increasing students' English-speaking performance as Foreign Language (EFL) learners in university. The research used a qualitative method involving four university learners from different faculties in the first semester. The participants received the same treatments through tests, self-evaluation, feedback and knowledge expansion, and semi-structured interviews. The instruments used in this research aim to analyze the learners' non-fluency and mastery problems. The finding showed some positive attitudes of DA on EFL learners’ speaking performance. In interviews, learners showed positive experiences and attitudes toward DA since it served them as a comfortable, structured, practical, and meaningful platform to recognize their speaking behaviours, weaknesses, strength, and needs. Furthermore, it also helped them to get objective feedback with less anxiety. The researchers conclude that DA can be applied as a primary alternative assessment to increase English speaking performance.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".