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Book Review

Dynamic assessment of students’ academic writing: Vygotskian and systemic functional linguistic perspectives

by Prithvi N. Shrestha, Switzerland, Springer, 2020, xxvi+246 pp., EUR 117.69 (ebook) ISBN 978-3-030-55845-1. http://doi.org/10.1007/978-3-030-55845-1

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References

  • Ajjawi, R., & Boud, D. (2018). Examining the nature and effects of feedback dialogue. Assessment & Evaluation in Higher Education, 43(7), 1106–1119. https://doi.org/10.1080/02602938.2018.1434128
  • Car, L. T., Apfelbacher, C., & Smith, H. (2019). Academic writing peer-support group in Singapore primary care setting: Before and after study. The Singapore Family Physician, 45(7), 52–57. https://doi.org/10.33591/sfp.45.7.up1
  • Feuerstein, R., Falik, L. H., Rand, Y., & Feuerstein, R. S. (2002). The dynamic assessment of cognitive modifiability: The learning propensity assessment device: Theory, instruments and techniques (Revised ed.). ICELP Press.
  • Gardner, S. (2010). SFL: A theory of language for dynamic assessment of EAL. NALDIC Quarterly, 8(1), 37–41.
  • Hasan, R. (2005). Semiotic mediation and three exotropic theories: Vygotsky. Halliday and Bern.
  • Kao, Y. T., & Wu, H. H. (2022). The dialectic integration of dynamic assessment: Assessing and instructing EFL beginning learners’ reading difficulties. The Asia-Pacific Education Researcher, 31(6), 749–766. https://doi.org/10.1007/s40299-021-00624-3
  • Kitjaroonchai, N., & Phutikettrkit, C. (2022). Online scaffolding strategies: Case studies of Asian EFL learners in an academic writing course. Theory & Practice in Language Studies, 12(10), 2036–2047. https://doi.org/10.17507/tpls.1210.10
  • Poehner, M. E. (2005). Dynamic assessment of oral proficiency among advanced L2 learners of French. Ph.D., Pennsylvania State University.
  • Wells, G. (1994). The complementary contributions of Halliday and Vygotsky to a ‘language-based theory of learning’. Linguistics and Education, 6(1), 41–90. https://doi.org/10.1016/0898-5898(94)90021-3

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