Akademik Veri Yönetim Sistemi
6. BİLSEL INTERNATIONAL WORLD SCIENCE AND RESEARCH CONGRESS, İstanbul, Türkiye, 28 - 29 Aralık 2024, cilt.3, ss.1933-1934
Writing is often perceived as one of the most demanding skills to master in the realm of second language (L2) learning, making the assessment of this skill a matter of critical importance for both educators and students. Therefore, it is imperative for writing instructors to develop effective evaluation methods that address the inherent subjectivity often associated with judgment in writing assessments. In the traditional framework of L2 writing evaluation, the emphasis has predominantly been on the final written products and students' performance outcomes. This approach is also prevalent in English as a Foreign Language (EFL) contexts, where assessment has taken on a primarily summative function. Typically, this involves educators assigning writing tasks with minimal input on grammar and vocabulary, ultimately providing feedback solely on students’ final submissions, thereby adopting a predominantly evaluative role. However, an alternative approach, known as dynamic assessment (DA), offers a transformative perspective that combines evaluation with instruction, focusing on the developmental processes of learners. Rooted in Vygotsky’s (1978) educational philosophy, DA advocates for a synthesis of assessment and teaching, positing that development can be assessed and enhanced simultaneously through an understanding of a learner's Zone of Proximal Development (ZPD). DA represents a robust alternative to conventional assessment methods by adopting an assessment-as-learning paradigm that values learner growth. This study will thoroughly investigate the integration of DA within the process-genre approach (PGA) as a means of teaching and assessing L2 writing, highlighting its potential to significantly enhance students’ writing capabilities. In this endeavor, the researcher will explain the theoretical foundations of DA and PGA, analyze their respective advantages and disadvantages, explore their interconnections, and discuss their practical applications and pedagogical implications. Ultimately, this research aspires to provide meaningful insights that promote effective teaching and assessment strategies for L2 writing through innovative methodologies.