Available Online: 21 February 2020
Author/s:
Roohani, Ali*
Shahrekord University, Iran (roohani.ali@gmail.com)
Shahbaz, Shiva Yeganeh
Shahrekord University, Iran (Shivayeganeh7@gmail.com)
Jam, Bashir
Shahrekord University, Iran (b_jam47@yahoo.com)
Abstract:
Group dynamic assessment (G-DA), rooted in Vygotskian sociocultural theory (SCT), provides a context in which mediational strategies can create a Zone of Proximal Development (ZPD) whereby language learners manifest the capacities beyond their current level of functioning. The present study investigated the effect of online G-DA in developing the listening comprehension of English as a foreign language (EFL) learners. It also explored the mediational strategies that could foster the development of listening comprehension. To this end, 47 upper-intermediate EFL learners in a language institute were assigned to experimental (dynamic), and control (non-dynamic) groups, and were asked to take part in a pretest, posttest, and delayed posttest. To analyze the data, one-way ANCOVA and a mixed between-within subjects ANOVA were carried out. The results of the data analysis indicated that the dynamic group significantly outperformed the non-dynamic group. Also, the participants’ listening gains in the experimental group significantly increased from the pretest to the posttest and delayed posttest. Further qualitative analysis led to the detection of 13 mediational strategies which could foster the development of listening comprehension in the upper-intermediate learners. Finally, suggestions are made to uncover and solve some of the problems L2 learners encounter during listening comprehension process.
Keywords: group dynamic assessment; zone of proximal development; mediational strategies; listening comprehension
DOI: https://doi.org/10.5861/ijrse.2020.44020
Cite this article:
Roohani, A., Shahbaz, S. Y., & Jam, B. (2020). Exploring the role of online group dynamic assessment on L2 learners’ listening comprehension. International Journal of Research Studies in Education, 9(1), 29-45. https://doi.org/10.5861/ijrse.2020.44020
*Corresponding Author