Learner Reciprocity in Text Chat-Mediated Dynamic Assessment

Dynamic assessment (DA) is an effective tool for diagnosing learner abilities that are still being internalized. Although mediation and learner reciprocity are inseparable features of DA, the latter has rarely been analyzed or theorized about compared to mediation. To address this research gap, this paper examines learner reciprocity in a text chat-mediated environment. The study involved eight English as a Second Language (ESL) students and four ESL teachers who participated in task-based interactions. During these interactions, teachers used a DA-based regulatory scale to assist learners in completing the tasks. Data were collected from text chat-mediated interactions and oral conversations during the text chat interactions. Data were analyzed employing an approach inspired by conversation analysis (CA), and five reciprocity moves were identified: incorporating the mediator's feedback, providing a correct response following the mediator's feedback, imitating the mediator, seeking mediator's approval, and accepting and acknowledging the mediation. The findings indicated how the types of reciprocity moves could be used to diagnose the learner's current level of development, which can help teachers to decide how much more instructional effort might be needed.