Investigating the Role of Dynamic Assessment in Improving EFL Learners ̓ Speaking Skill The Case of Third Year Students of English at Mohamed Khider University of Biskra

Abstract

The teaching learning process involves not only teaching but assessment and evaluation of the learnersˈachievements as well. Therefore, the present study is undertaken to highlight the important role that dynamic assessment plays in improving learnersˈ language skills in general and speaking in particular. It also seeks to gauge teachersˈ and learnersˈ perceptions towards the use of this educational technique to improve oral proficiency in foreign language classes at the department of English at Biskra University. Furthermore, to investigate this issue, we hypothesize that there exists a close relationship between dynamic assessment and learnersˈ speaking skill. Therefore, we hypothesize if we appropriately implement dynamic assessment, learnersˈoral proficiency will improve. So, in order to check the validity of the stated hypothesis, we opted for a qualitative method to gather data. The main data gathering tools used in the present study are two semi-structured questionnaires. One questionnaire is destined to thirty (30) third-year EFL students and another one to eight (08) teachers who are in charge of the oral expression module. Both samples were chosen randomly. After the interpretation of the gathered data, we found out that both students and teachers agree on the importance of dynamic assessment in improving studentsˈ speaking performance. Finally, it can be concluded that the research hypothesis is confirmed and validated. Thus, dynamic assessment is an essential strategy to develop foreign language learnersˈ oral production and it should be used by teachers in oral classes to improve learnersˈ speaking skill