Dynamic Assessment of IELTS Speaking
A Learning-Oriented Approach to Test Preparation
DOI:
https://doi.org/10.1558/lst.36658Keywords:
Dynamic Assessment (DA), Test Preparation, The International English Language Testing System (IELTS), Systemic-Theoretical Instruction (STI)Abstract
This paper presents the results of a qualitative case study that explored the potential of Dynamic Assessment (DA) to promote language development for students preparing for the International English Testing System (IELTS) speaking exam. Two high-intermediate learners of English from an Intensive English Program (IEP) in the U.S. participated in a three-week mediation program aimed at improving their use of tense-aspect markers in speaking. The transfer tasks conducted at the end of the program indicated that both participants gained better control over the use of past tense as well as perfect and progressive aspects. Their improved ability was demonstrated by the appropriate and independent use of the target forms and frequent attempts to self-correct. The study provides an example of how DA can be integrated into the test preparation context to promote learners’ language skills within their Zone of Proximal Development.
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