Mobile-mediated dynamic assessment to enhance students’ ESP writing skills

Abstract

The study aims to determine the effectiveness of mobile-mediated Dynamic Assessment using WhatsApp Group in improving student’s writing skills in ESP classrooms. Furthermore, it also investigates the students’ responses toward the mediating practices through the Dynamic Assessment activities. Thirty-one students of the English Diploma program in a public university in (country) participated in the study. The study employed a mixed-method explanatory sequential design. The data were gathered through pretest, posttest, and observation of online records. Paired-sample t-test and independent sample t-test were utilized to find out the significance. The Reciprocity Framework was used to analyze the students’ responses to the mediating practices. The results show that mobile-mediated Dynamic Assessment effectively enhances students’ writing skills. Furthermore, the reciprocity analysis showed that the mediating process provides a convenient and less intimidating platform to respond to the teachers’ feedback. Moreover, the activity provides a platform for students to collaboratively improve their mastery in composing writing.