چكيده
Abstract
The aim of this study is to see the effect of dynamic assessment of speaking on more rule internalisation through giving explicit feedback as mediation along with focusing on form. 6o students were selected to fulfil this study. After a pretest, dynamic assessment (with explicit feedback as mediation) was administered in the experimental group as midterm exam; however, the control group had the same conventional midterm exam. In order to see the rate of rule internalisation, in both groups a posttest (with no mediation) was administered. Given the lack of normal distribution of scores, non-parametric test of Mann-Whitney was run on data obtained from both pretests and posttests. Data analysis of pretests showed no significant difference between the performances of two groups in beginning of term, while data analysis of posttests showed that at the end of the term the experimental group outperformed the control group as the result of administering DA as the midterm exam. Moreover, considering the lack of normal score distribution, again a test of Freidman was run to see which form was internalized the best. Data analysis showed that simple past was internalized the best.
