Enhancing EFL Learners' Reading Comprehension Skill through Critical Thinking-Oriented Dynamic Assessment

Abstract

This study aimed to explore the possible effect of critical thinking-oriented dynamic assessment (CT-DA) on learners' reading comprehension performances. 21 Iranian language learners, who were homogenized in terms of their language proficiency, reading comprehension and critical thinking abilities, participated in this study. Learners were divided into three groups of CT-DA (n=7), dynamic assessment (DA) (n=7) and Control group (n=7). While learners in CT-DA received mediation loaded with critical thinking, learners in DA received dynamic assessment mediation, and learners in the control group did not receive any mediation. A paired sample t-test, effect size and ANOVA were run. The results of analyses revealed that CT-DA and DA groups outperformed the control group. The results signified the efficacy of the type of mediation, which was presented through dynamic assessment procedure on enhancing the learners' reading achievement. Moreover, comparing the results of critical thinking-oriented dynamic assessment and dynamic assessment revealed no statistical difference (p >.05), which indicates that both types of mediations (i.e., CT-DA and DA) had a similar impact on the learners' reading achievement. The article concludes with suggestions for further research on dynamic assessment and critical thinking in second/foreign language development.

Keywords

• critical thinking
• dynamic assessment
• mediation
• reading
• zpd