ELT Journal, Год журнала: 2025, Номер unknown
Опубликована: Март 25, 2025
Abstract For L2 Dynamic Assessment (DA), the provision of graduated feedback, or mediations, is crucial, but their design process remains unexplored. As part a larger project on hybrid computerized DA inferential reading, this paper reports cascading and calibrating stages mediation design, with participants from two parallel EFL classes in Chinese university. cascading, an initial mediational template was generated participants’ thought processes difficulties reported through online questionnaires. calibrating, various categories mediations were identified dialogic group sessions informed by template. They further tailored to students’ Zone-of-Proximal-Development (ZPD) line programme, leading three prompts ‘implicit’ ‘explicit’. The posits significance designing contextualized for maximizing development. With emphasis demystifying improving also puts forward ‘design-for-the-future’ model practitioners.
Язык: Английский