Exploring transcendence in EFL learners’ reading comprehension through computerized dynamicassessment

Derived from Vygotsky’s works, dynamic assessment (DA) enables learners to move beyond theircurrent level of functioning through offering needs-sensitized mediation. This study aimed at exploringthe learners’ development in novel and increasingly more challenging situations called transcendence(TR) in an L2 context focusing on reading comprehension through computerized dynamic assessment(CDA). An overall number of 32 BA TEFL advanced students were selected from among undergraduatesof a university in Iran to participate in this study. To fulfil the purpose of the study, the researchersdeveloped Computerized Dynamic Reading Assessment to examine Transcendence (CDRAT) softwarewhich included reading comprehension CDA tests. To monitor the maintenance of learning in differenttime intervals, two software programs named CDRAT1 and CDRAT2 were utilized in specific timeintervals after the posttest. The results indicated that not only did increased task complexity not leadto regression of students’ development, but also it had an effect on enhancing their development. Thus,transcendence had an effect on the generalizability of the contentions to a great extent. In conclusion,it was disclosed that there is no endpoint to progress and merely gaining a low or high score should notbe interpreted as the inability of a special learner to surpass. This would more reinforce the need forapplying TR in other future DA studies.

کلیدواژه ها:

dynamic assessment ، computerized dynamic assessment ، transcendence ، reading comprehension ، mediation