The Application of Dynamic Assessment in College English Writing Instruction: A Multi-Dimensional Analysis of Students’ Perceptions and Proficiency-Based Differences

Abstract

College English writing instruction in China has long been plagued by challenges such as the ineffectiveness of traditional static assessment, insufficient personalized feedback due to the disproportionate teacher-student ratio, and students’ difficulties in improving writing performance and behaviors (Wei, 2010; Ning, 2021; Zhang, 2023). Dynamic Assessment (DA), which integrates instruction and assessment through contingent mediation based on Vygotsky’s Sociocultural Theory and Zone of Proximal Development, has been proposed as a potential solution to address these issues (Lantolf & Poehner, 2004). This study aims to explore non-English major students’ perceptions of DA in college English writing instruction and examine whether there are significant differences in these perceptions across students of high, medium, and low proficiency levels. A mixed-method research design was adopted, with 196 second-year undergraduate students from Hebei Finance University completing a modified Tripod Student Perception Survey covering seven dimensions: CARE, CONTROL, CLARIFY, CHALLENGE, CAPTIVATE, CONFER, and CONSOLIDATE. Results indicate that students hold overall positive perceptions of DA, with CONSOLIDATE (M=4.5) and CARE (M=4.48) receiving the highest scores, while CONTROL (M=3.91) scored the lowest. Kruskal-Wallis H tests revealed significant differences only in the CONFER dimension (p=0.016), with post-hoc Mann-Whitney U tests showing that high-proficiency students scored significantly higher than medium-proficiency students (p=0.004). These findings provide empirical support for the applicability of DA in group classroom settings and offer insights for optimizing college English writing instruction tailored to students of different proficiency levels.