الفهرس 
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Abstract
This chapter presents a summary of the study regarding the statement
of the problem, hypotheses of the study, instruments and participants of the
study. In addition, it reviews some important findings, recommendations and
suggestions for further research.
5.1 Summary
Writing is an essential skill for English as a foreign or second
language. Technical writing tasks and using technical writing skills are
necessary for the technical secondary school students to be acquired and
mastered. In addition to the academic importance for writing and technical
writing skills for the Industrial technical secondary school students,
technical writing tasks and technical writing skills are essential and
necessary for the labor market needs as well.
Besides, most of literature presented the benefits and advantages of
dynamic assessment for improving students’ learning and enhancing their
interests and responsiveness towards learning and upgrading their skills. The
following are some benefits of using dynamic assessment in learning as per;
Monika Knodel, 1996; Hager El Tonsy, 2018; Tarjani Dakshesh Sheth,
2016; Kristine Jonson Davine, 2003 and others:
- DA motivates students’ learning and progress
- DA offers the students chances for being improved and upgraded, while
it offers the teachers the ways of defining the students’ strength and
weakness point to work on both of them.
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- DA predicts the students’ potential learning
- DA help teachers to estimate the students’ readiness for change and
improving performance
- DA provides mediation, help and guidance for the students during
teaching and assessment processes
According to what mentioned above, researching into dynamic
assessment literature has suggested that using dynamic assessment can
enhance the students’ learning and skills. Thus, there was a necessity to
develop first year industrial technical secondary school students in technical
writing tasks through using dynamic assessment.
Statement of the problem
The problem of this study is determined as that the students of
industrial technical secondary schools have incompetence in English
technical writing and they are incompetent of technical writing tasks as well.
So, this study attempts to use a dynamic assessment based program to
develop English technical writing tasks of the students of industrial technical
secondary schools in the light of the different researches, previous studies
results, the pilot study that has been done by the researcher and the job
analysis of the participants. Therefore, the current study attempted to answer
the following main question:
“What is the effectiveness of a dynamic assessment based program in
the light of the occupational analysis methodology to develop the English
technical writing tasks of the EFL in the industrial technical secondary
school?
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In attempting to answer the main question, the following subquestions were answered:
1- What are the appropriate English technical tasks that suits to the 1st
industrial technical secondary school students?
2- “What are the features of a dynamic assessment- based program in the
light of job analysis methodology to develop technical writing tasks in
English language for the 1st year students of industrial technical
secondary school?
3- What is the picture of a dynamic assessment- based program in the light
of job analysis methodology to develop technical writing tasks in English
language for the 1st year students of industrial technical secondary
school?”
4- What is the effectiveness of a dynamic assessment- based program in the
light of job analysis methodology to develop technical writing tasks in
English language for the 1st year students of industrial technical
secondary school?
5.1.1. Participants of the study
The participants of this study were (20), randomly chosen, Egyptian
industrial technical secondary school students enrolled in Iron and steel
production technician at El Sewedy Electric technical secondary school in
the academic year 2020/2021.
5.2 Findings
The analysis of the data showed clearly that the suggested program was
effective in developing the 1st year students’ skills in technical writing tasks.
The following hypotheses were verified:
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1. There is a statistically significant difference at 0.01 level between the
means score ranks of the participants in the pre and post
administration on technical writing tasks as total scores in the favor of
the posttest.
2. There is a statistically significant difference at 0.01 level between the
means score ranks of the study participants in the pre and post
administration on technical writing tasks as sub- skills in the favor of
the posttest.
2.1. There is statistically significant difference at the level of significance
(0.01) between the mean scores of the students in the pre and posttest in
favor of the posttest regarding the skill of writing paragraphs with
meaningful ideas.
2.2. There is statistically significant difference at the level of significance
(0.01) between the mean scores of the students in the pre and posttest in
favor of the posttest regarding the skill of select the correct subject.
2.3. There is statistically significant difference at the level of significance
(0.01) between the mean scores of the students in the pre and posttest in
favor of the posttest regarding the skill of writing correct paragraphs
using the technical terminologies correctly.
2.4. There is statistically significant difference at the level of significance
(0.01) between the mean scores of the students in the pre and posttest in
favor of the posttest regarding the skill of writing a body that has
supporting technical details.
2.5. There is a statistically significant difference at the level of significance
(0.01) between the mean scores of the students in the pre and posttest in
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favor of the posttest regarding the skill of writing using the correct
templates/ forms for the needed purpose.
2.6. There is a statistically significant difference at the level of significance
(0.01) between the mean scores of the students in the pre and posttest in
favor of the posttest regarding the skill of organizing the titles according
to the technical sequence.
2.7. There is a statistically significant difference at the level of significance
(0.01) between the mean scores of the students in the pre and posttest in
favor of the posttest regarding the skill of employing the obtained
information under the written title.
3- The study group are generally satisfied with the dynamic assessment
based program in developing their skills in technical writing tasks using
English language
All the above hypotheses were verified. Besides, the effectiveness of
the program was measured and was calculated by using Ezzat’s corrected
Gain Ratio and it was (2.13) that means the suggested program was
effective. Moreover, the overall mean score in the posttest was (45.1) which
is higher than the overall mean score of the pretest which was (14.9) this,
also, indicates the high ratio of program effectiveness as well. Besides, the
students who participated in the program were satisfied with the
implemented program.
5.3 Conclusion
This study aimed at investigating the effectiveness of a proposed
program based on dynamic assessment for industrial technical secondary
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schools students. The program was designed according to social
constructivism theory along with the job analysis of the Iron and steel
production technician which is the specialization of the study participants.
The program aimed at developing five main skills with their defined subskills were assigned to be the most important technical writing skills needed
to write technical tasks. The program consisted of six modules ordered
chronologically. One of these modules is, only, depended on the forms and
templates of technical tasks that are used in the labor market. The program
was delivered in the style of blended learning and using the dynamic
assessment to enhance the mastery of technical writing tasks for the
industrial technical secondary school students, especially 1st year students.
Finally, the study concluded that using dynamic assessment had a
great benefit for developing technical writing tasks skills for the participants
who are studying the technical secondary school. The students of technical
secondary school needed to be assessed by using more interactive
assignments and activities in order to overcome their assessment anxiety and
take more than one chance to prove their skills and knowledge. Therefore,
the program which was implemented based on dynamic assessment was
effective in developing the skills of technical writing tasks for the industrial
technical secondary school students.
5.4 Recommendations
In the framework of the findings of the study, the following
recommendations are proposed:
- Technical writing tasks based on the labor market needs should be taught to
the industrial technical secondary school students starting from 1st year.
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- Dynamic assessment techniques should be used in teaching the different
writing activities especially the technical writing task.
- The environment of assessment should be interactive and offering
mediation.
- Dynamic assessment is an effective technique which should depends on
interaction between both teachers and students
- Dynamic assessment should be used by teachers to motivate the students to
participate in the assessment process, especially the low achiever ones.
- Dynamic assessment based program should help not only the students to
upgrade their skills but also the teacher to determine the students’ abilities
and skills. Consequently, it should help the teacher to define the weakness
points of the students.
- Dynamic assessment based program should create interactive environment
full of support, mediation, guidance, help, cooperative learning, peer
helping and assessment.
- Using technology during dynamic assessment should create an easy way to
share documents, visualize and presenting videos and recordings.
5.5 Suggestions for further research
The researcher proposes the following topics to be subjected to further
investigations:
- A study uses the communicative approach in developing writing technical
tasks.
- A study applies the current study on a larger sample of the technical
secondary school students (industrial, agriculture, hotel and tourism
secondary schools).
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- Further research is needed to find out the effect of other programs based on
dynamic assessment to develop writing technical tasks.
- Further research is needed to find out the effect of using reflection based
programs to develop the writing skills.
- Further research is needed to find out the effect of using dynamic
assessment based programs on developing the speaking and listening skills.
- A study that uses technology in a dynamic assessment program to develop
the writing and speaking skills.
- A study uses a program based on the whole language approach along with
dynamic assessment techniques to develop the English language skills.