Diagnostics of the Level of Formation of Compensatory Competencies Through Writing and Reading in English Classes

Abstract

This article investigates the effectiveness of different diagnostic tools in assessing the level of formation of these competencies in high school English students through writing and reading activities. A mixed-methods approach was employed, with quantitative data collected through pre- and post-tests and qualitative data through stimulated recall interviews. It revealed that a multifaceted approach combining standardized tests, writing tasks, and reading comprehension assessments with stimulated recall interviews provides a comprehensive understanding of students' compensatory strategies and their effectiveness. The findings suggest that while standardized tests offer a general overview of proficiency, task-based assessments and interviews provide valuable insights into students' individual utilization of compensatory strategies and their impact on comprehension and expression. Implications for improving diagnostic practices and fostering the development of compensatory competencies in English language classrooms are discussed.