Dynamic Assessment Of Students' Metacognitive Competence In Junior Middle School EFL Writing Class

English writing,as an output skill of English learning,can be used to examine and consolidate students' mastery of English knowledge,which plays a very important role in English learning.However,students' writing level is closely related to their metacognitive competence.The stronger metacognitive competence indicates the higher writing level.In addition,traditional writing teaching method focuses on the writing results,ignoring students' writing process and actual experiences.While the dynamic assessment(DA)pays attention to the whole learning process of students,promoting the integration of teaching and assessment.Therefore,this study constructed a DA mode of students' writing metacognitive competence to verify its feasibility and effectiveness in junior middle school EFL writing class.This study mainly attempts to answer the following three questions through the experimental study: the influence of DA interventional metacognitive instruction on students' writing level;the influence of DA interventional metacognitive instruction on the development of students' writing metacognitive competence;students' views on the DA interventional metacognitive writing teaching mode.The research subject of this study includes 64 students from two parallel classes in Grade Seven of a junior middle school in Ruyang,a county in Luoyang City.The mode of “pretest-dynamic intervention-posttest” was adopted in this study.Before the experiment,questionnaires and interviews were used to learn about the level of students' writing and metacognitive competence.Based on the results,this study constructed a DA teaching mode of students' writing metacognitive competence in junior middle school EFL writing class.Students in the experimental class(EC)were provided with dynamic interventional metacognitive instruction at different writing stages for one semester.Some students in the EC were interviewed at each stage of the experiment,so as to get a deeper understanding of their views on the new writing mode and the changes in their writing attitude,writing behaviors,and so on.After the experiment,the experimental data was collected and analyzed with SPSS 22.The major findings were as follows:(1)DA interventional metacognitive instruction could effectively improve students' writing performance;(2)DA interventional metacognitive instruction could effectively improve students' writing metacognitive competence and students have changed greatly in their writing attitude,writing confidence and the understanding of their own writing level;(3)DA interventional metacognitive instruction writing teaching mode was popular among students and most students showed their support to this new writing mode.