CSE3 Informed Dynamic Assessment of Northwest Rural Secondary School EFL Learners’ Reading Development

References

Ableeva, R. (2010). Dynamic assessment of listening comprehension in L2 French [Unpublished doctoral dissertation]. The Pennsylvania State University, University Park.Search in Google Scholar

Alderson, J. C., Haapakangas, E.-L., Huhta, A., Nieminen, L., & Ullakonoja, R. (2015). The diagnosis of reading in a second or foreign language. Routledge. https://doi.org/10.4324/978020307183010.4324/9780203071830Search in Google Scholar

Alderson, J. C. (2005). Diagnosing foreign language proficiency: The interface between learning and assessment. Continuum.Search in Google Scholar

Aljaafreh, A., & Lantolf, J. P. (1994). Negative feedback as regulation and second language learning in the zone of proximal development. The Modern Language Journal, 78(4), Article 4. https://doi.org/10.1111/j.1540-4781.1994.tb02064.x10.2307/328585Search in Google Scholar

Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching and assessing: A revision of Bloom’s taxonomy of educational objectives. Longman.Search in Google Scholar

Bakhoda, I., & Shabani, K. (2019). Enhancing L2 learners’ ZPD modification through computerized-group dynamic assessment of reading comprehension. Innovation in Language Learning and Teaching, 13(1), Article 1. https://doi.org/10.1080/17501229.2017.128635010.1080/17501229.2017.1286350Search in Google Scholar

Bernhardt, E. B. (1991). Reading development in a second language: Theoretical, empirical, and classroom perspectives. Ablex.Search in Google Scholar

Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7-74. https://doi.org/10.1080/096959598005010210.1080/0969595980050102Search in Google Scholar

Carhill, A., Suárez-Orozco, C., & Páez, M. (2008). Explaining English language proficiency among adolescent immigrant students. American Educational Research Journal, 45(4), 1155-1179.10.3102/0002831208321443Search in Google Scholar

Chen, H., & Chen, J. (2013). Validating G-DINA model in language test diagnosis [in Chinese]. Journal of Psychological Science, 36(6), 1470-1475.Search in Google Scholar

Davin, K. J. (2013). Integration of dynamic assessment and instructional conversations to promote development and improve assessment in the language classroom. Language Teaching Research, 17(3), 303-322. https://doi.org/10.1177/136216881348293410.1177/1362168813482934Search in Google Scholar

Derakhshan, A., Wang, Y., & Ghiasvand, F. (2023). “I never make a permanent decision based on a temporary emotion”: Unveiling EFL teachers’ perspectives about emotions in assessment. Applied Linguistics Review. https://doi.org/10.1515/applirev-2023-008910.1515/applirev-2023-0089Search in Google Scholar

Du, W., & Ma, X. (2021). Exploring the inter-relationship among cognitive skills in L2 reading with the Multi-CDM. Foreign Language Education, 42(1), 47-52.Search in Google Scholar

Fan, T., & Zeng, Q. (2019). CSE-based diagnostic model development and validation for EFL readers. Foreign Languages in China, 16(3), 21-31.Search in Google Scholar

Geng, X., & Meng, Y. (2023). The micro-genetic development of English listening inferential ability based on interactionist approach. Journal of Xi’an International Studies University, 31(2), 68-74.Search in Google Scholar

Grabe, W. (2008). How reading works: Comprehension processes. In Reading in a second language: Moving from theory to practice (pp. 39-58). Cambridge University Press.10.1017/CBO9781139150484.006Search in Google Scholar

Grabe, W. (2009). Reading a second language: Moving from theory to practice. Cambridge University Press.10.1017/CBO9781139150484Search in Google Scholar

Grabe, W., & Stoller, F. (2013). Teaching and researching reading. Routledge.10.4324/9781315833743Search in Google Scholar

Jang, E. E. (2009). Cognitive diagnostic assessment of L2 reading comprehension ability: Validity arguments for fusion model application to language assessment. Language Testing, 26(1), 31-73. https://doi.org/10.1177/026553220809733610.1177/0265532208097336Search in Google Scholar

Jin, T., Lu, X., & Ni, J. (2020). Syntactic complexity in adapted teaching materials: Differences among grade levels and implications for benchmarking. Modern Language Journal, 104(1), 192-208.10.1111/modl.12622Search in Google Scholar

Jin, Y., Wu, Z., Alderson, C., & Song, W. (2017). Developing the China’s standards of English: Challenges at macropolitical and micropolitical levels. Language Testing in Asia, 7(1), Article 1.10.1186/s40468-017-0032-5Search in Google Scholar

Jitendra, A. K., & Kameenui, E. J. (1993). Dynamic assessment as a compensatory assessment approach: A description and analysis. Remedial and Special Education, 14(5), 6-18. https://doi.org/10.1177/07419325930140050310.1177/074193259301400503Search in Google Scholar

Joseph, M. R., Du, C., & Xie, X. (2011). CTT- and IRT-based equation and connection—IRT equation software. Examinations Research, 7(3), 80-94.Search in Google Scholar

Kelso, K., Whitworth, A., Parsons, R., & Leitao, S. (2020). Hidden reading difficulties: Identifying children who are poor comprehenders. Learning Disability Quarterly, 45(3), 1-31. https://doi.org/10.1177/073194872096176610.1177/0731948720961766Search in Google Scholar

Kintsch, W. (2004). The construction-integration model of text comprehension and its implications for instruction. In R. Ruddell & N. Unrau (Eds.), Theoretical models and processes of reading (5th ed., pp. 1270-1328). International Reading Association.10.1598/0872075028.46Search in Google Scholar

Koda, K. (2005). Insights into second language reading: A cross-linguistic approach. Cambridge University Press.10.1017/CBO9781139524841Search in Google Scholar

Lee, Y.-W. (2015). Future of diagnostic language assessment. Language Testing, 32(3), Article 3. https://doi.org/10.1177/026553221456538510.1177/0265532214565385Search in Google Scholar

Li, C., Han, Y., & Li, B. (2022). Foreign language classroom boredom and foreign language achievement of elementary students: An urban-rural comparison. Foreign Language Education, 43(3), 50-55.Search in Google Scholar

Lidz, C. S. (1991). Practitioner’s guide to dynamic assessment. Guilford Press.Search in Google Scholar

Liu, J. (2018). China’s standards of English language ability and English testing and assessment. Journal of China Examinations, 11, 1-6.Search in Google Scholar

Liu, J., & Liu, W. (2017). West China rural education and poverty alleviation: An empirical study based on 14 villages in Gansu province. Education and Economy. 135(1), 75-80+65.Search in Google Scholar

Lu, M., & Zhang, H. (2015). The relationship between English metalinguistic awareness, vocabulary knowledge and reading comprehension of junior middle school students [in Chinese]. Journal of PLA University of Foreign Languages, (4), 74-80.Search in Google Scholar

Meng, Y., & Fu, H. (2023). Modeling mediation in the dynamic assessment of listening ability from the cognitive diagnostic perspective. The Modern Language Journal, 107(S1), 137-160. https://doi.org/10.1111/modl.1282010.1111/modl.12820Search in Google Scholar

Pan, Z., Wang, Y., & Derakhshan, A. (2023). Unpacking Chinese EFL students’ academic engagement and psychological well-being: The roles of language teachers’ affective scaffolding. Journal of Psycholinguistic Research, 52(5), 1799-1819. http://dx.doi.org/10.1007/s10936-023-09974-z10.1007/s10936-023-09974-zSearch in Google Scholar

Poehner, M. E. (2005). Dynamic assessment of oral proficiency among advanced L2 learners of French. The Pennsylvania State University, University Park.Search in Google Scholar

Poehner, M. E. (2008). Dynamic assessment: A Vygotskian approach to understanding and promoting L2 development. Springer Science & Business Media.Search in Google Scholar

Poehner, M. E. (2011). Validity and interaction in the ZPD: Interpreting learner development through L2 dynamic assessment. International Journal of Applied Linguistics, 21(2), Article 2. https://doi.org/10.1111/j.1473-4192.2010.00277.x10.1111/j.1473-4192.2010.00277.xSearch in Google Scholar

Poehner, M. E., & Lantolf, J. P. (2013). Bringing the ZPD into the equation: Capturing L2 development during computerized dynamic assessment (C-DA). Language Teaching Research, 17(3), 323-342. https://doi.org/10.1177/136216881348293510.1177/1362168813482935Search in Google Scholar

Poehner, M. E., & van Compernolle, R. A. (2013). L2 development around tests: Learner response processes and dynamic assessment. IRAL-International Review of Applied Linguistics in Language Teaching, 51(4), Article 4. https://doi.org/10.1515/iral-2013-001510.1515/iral-2013-0015Search in Google Scholar

Poehner, M. E., & Wang, Z. (2021). Dynamic assessment and second language development. Language Teaching, 54(4), 472-490. https://doi.org/10.1017/S026144482000055510.1017/S0261444820000555Search in Google Scholar

Poehner, M. E., Zhang, J., & Lu, X. (2015). Computerized dynamic assessment (C-DA): Diagnosing L2 development according to learner responsiveness to mediation. Language Testing, 32(3), 337-357. https://doi.org/10.1177/026553221456039010.1177/0265532214560390Search in Google Scholar

Qin, L. (2022). The “wrong love” between the zone of proximal development and scaffolding: An interview with Prof. James P. Lantolf. Chinese Journal of Applied Linguistics, 45, 138-149. https://doi.org/10.1515/CJAL-2022-011010.1515/CJAL-2022-0110Search in Google Scholar

Qin, L., Ouyang, X., & Ren, W. (2023). Decoding EFL learners’ internalization of English modal verbs in concept-based language instruction: Integrating SCOBAs with Languaging. The Modern Language Journal, 107(S1), 24-45. https://doi.org/10.1111/modl.1282110.1111/modl.12821Search in Google Scholar

Teo, A. (2012). Promoting EFL students’ inferential reading skills through computerized dynamic assessment. Language Learning & Technology, 16(3), Article 3.Search in Google Scholar

Turner, C. E., & Purpura, J. E. (2016). Learning-oriented assessment in second and foreign language classrooms. In Learning-oriented assessment in second and foreign language classrooms (pp. 255-274). De Gruyter Mouton. https://doi.org/10.1515/9781614513827-01810.1515/9781614513827-018Search in Google Scholar

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.Search in Google Scholar

Wang, S. (2012). Developing and validating descriptors of language comprehension ability for Chinese learners of English. Intellectual Property Publishing House.Search in Google Scholar

Wei, M. (2004). A comparative study on the use of English learning strategies between the urban and rural secondary school students. Nanjing Normal University.Search in Google Scholar

Yan, Y. (2019). A study of English learning motivation of left-behind children from the perspective of L2 motivational self system. Overseas English, (13), 278-280.Search in Google Scholar

Yang, Y., & Qian, D. D. (2017). Assessing English reading comprehension by Chinese EFL learners in computerized dynamic assessment. Language Testing in Asia, 7(1), Article 1. https://doi.org/10.1186/s40468-017-0042-310.1186/s40468-017-0042-3Search in Google Scholar

Yang, Y., & Qian, D. D. (2020). Promoting L2 English learners’ reading proficiency through computerized dynamic assessment. Computer Assisted Language Learning, 33(5-6), Article 5-6. https://doi.org/10.1080/09588221.2019.158588210.1080/09588221.2019.1585882Search in Google Scholar

Yang, Y., & Qian, D. D. (2023). Enhancing EFL Learners’ reading proficiency through dynamic assessment. Language Assessment Quarterly, 20(1), Article 1. https://doi.org/10.1080/15434303.2022.213216010.1080/15434303.2022.2132160Search in Google Scholar

Zeng, Y., & Cao, L. (2020). China’s standards of English scales: The reading scale development. Higher Education Publishing House.Search in Google Scholar

Zeng, Y., & Fan, T. (2017). Developing reading proficiency scales for EFL learners in China. Language Testing in Asia, 7(1), Article 1. https://doi.org/10.1186/s40468-017-0039-y10.1186/s40468-017-0039-ySearch in Google Scholar

Zhang, L. J. (2010). A dynamic metacognitive systems account of Chinese university students’ knowledge about EFL reading. TESOL Quarterly, 44(2), 320-353. https://doi.org/10.5054/tq.2010.22335210.5054/tq.2010.223352Search in Google Scholar

Zhang, Y. (2022). A comparative study of junior two students’ English reading literacy in urban and rural middle schools [in Chinese] (MA thesis). Yunnan Normal University.Search in Google Scholar

Zhang, Y. (2023). Promoting young EFL learners’ listening potential: A model of mediation in the framework of dynamic assessment. The Modern Language Journal, 107(S1), 113-136. https://doi.org/10.1111/modl.1282410.1111/modl.12824Search in Google Scholar