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3.1 Vygotsky’s Sociocultural Theory ......................... 27

3.1.1 The overview of Sociocultural Theory ........................ 27

3.1.2 The application of Sociocultural Theory in English reading teaching .................. 28

Chapter Four Methodology ............................... 36

4.1 Research Questions ................................. 36

4.2 Participants .............................. 37

4.3 Instruments ............................... 37

Chapter Five Results and Discussion ............................ 54

5.1 Results of the Effects of Dynamic Assessment on Students’ English Reading Anxiety ................... 54

5.1.1 Comparative analysis of pre-scale and post-scale between EC and CC .......................... 54

5.1.2 Comparative analysis of pre-scale and post-scale in EC ........... 57

Chapter Five Results and Discussion

5.1 Results of the Effects of Dynamic Assessment on Students’ English Reading Anxiety

The first English anxiety pre-test was be on 22 September 2022. The second was administered on 14 December 2022. The scale tests three dimensions of reading anxiety in English: Reading Comprehension Anxiety (RCA), Reading Learning Difficulties (RLD) and Reading Confidence Degree (RCD). The scale consists of 20 questions on a five-point Likert scale with a total score ranging from 20 to 100. 

5.1.1 Comparative analysis of pre-scale and post-scale between EC and CC

By comparing the pre-test and post-test English reading anxiety data of the EC and CC, it is possible to compare the effectiveness of the interventionist dynamic assessment of English reading and the regular reading instruction in relieving English reading anxiety. Therefore, the researcher used SPSS 26.0 to compile descriptive statistics and conducted independent samples t-tests on the pre-test and post-test data of the EC and CC.

Chapter Six Conclusion

6.1 Major Findings

The English Curriculum Standards for Compulsory Education (2022 edition) underlines that the purpose of assessment is to support students’ learning and development in the context of the new curriculum reform. In order to promote English learning, enhance English teaching, optimize English course design, and track academic progress, assessment is a crucial part of the English curriculum. Dynamic assessment focuses on the student’s Zone of Proximal Development, where the teacher interacts with the students to provide progressive prompts to explore their developmental potential and provide targeted guidance after understanding their personality traits and true levels. Interventionist dynamic assessment brings the assessment as close as possible to the individual’s cognitive development process, maximizing the support for learners to move beyond their current level. Interventionist dynamic assessment is consistent with the assessment philosophy emphasized in the new English curriculum. To further explore the value of interventionist dynamic assessment in classroom practice, this study investigates the effects of interventionist dynamic assessment on junior high school students’ English reading anxiety and reading performanc本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。