The effect of dynamic assessment on L2 learners’ listening comprehension

Group dynamic assessment (G-DA), which is grounded in Vygotsky’s sociocultural theory (SCT), explores the role of social interaction and collaboration in the development of participants’ listening performance. This study aimed to investigate the effectiveness of G-DA approach on listening comprehen...

Descripción completa

Guardado en:

Detalles Bibliográficos
Autores principales:	Ali Roohani, Bashir Jam, Shiva Yeganeh, Masoud Rahimi Domakani
Formato:	article
Lenguaje:	CA EN ES FR
Publicado:	Universitat Autònoma de Barcelona 2018
Materias:	dynamic assessment zone of proximal development listening comprehension Special aspects of education LC8-6691 Language and Literature P
Acceso en línea:	https://doaj.org/article/c43a7216317840f1959d2c02362f4bf6
Etiquetas:	Agregar Etiqueta Sin Etiquetas, Sea el primero en etiquetar este registro!

id	oai:doaj.org-article:c43a7216317840f1959d2c02362f4bf6
record_format	dspace
spelling	oai:doaj.org-article:c43a7216317840f1959d2c02362f4bf62021-11-25T13:20:03ZThe effect of dynamic assessment on L2 learners’ listening comprehension10.5565/rev/jtl3.7512013-6196https://doaj.org/article/c43a7216317840f1959d2c02362f4bf62018-12-01T00:00:00Zhttps://revistes.uab.cat/jtl3/article/view/751https://doaj.org/toc/2013-6196 Group dynamic assessment (G-DA), which is grounded in Vygotsky’s sociocultural theory (SCT), explores the role of social interaction and collaboration in the development of participants’ listening performance. This study aimed to investigate the effectiveness of G-DA approach on listening comprehension of English as a foreign language(EFL) learners in two time intervals. To this end, twenty learners were selected from among Iranian EFL learners at an English language institute. The quantitative data analysis revealed that mediational strategies which were offered to learners within the group’s Zone of Proximal Development (ZPD) could enhance their listening comprehension. These findings have important implications for all classroom teachers who can benefit from different designs of integrating instruction and assessment through offering mediational strategies to assist L2 learners in the development of their listening skill. Ali RoohaniBashir JamShiva YeganehMasoud Rahimi DomakaniUniversitat Autònoma de Barcelonaarticledynamic assessmentzone of proximal developmentlistening comprehensionSpecial aspects of educationLC8-6691Language and LiteraturePCAENESFRBellaterra Journal of Teaching & Learning Language & Literature, Vol 11, Iss 4 (2018)
institution	DOAJ
collection	DOAJ
language	CA EN ES FR
topic	dynamic assessment zone of proximal development listening comprehension Special aspects of education LC8-6691 Language and Literature P
spellingShingle	dynamic assessment zone of proximal development listening comprehension Special aspects of education LC8-6691 Language and Literature P Ali Roohani Bashir Jam Shiva Yeganeh Masoud Rahimi Domakani The effect of dynamic assessment on L2 learners’ listening comprehension
description	Group dynamic assessment (G-DA), which is grounded in Vygotsky’s sociocultural theory (SCT), explores the role of social interaction and collaboration in the development of participants’ listening performance. This study aimed to investigate the effectiveness of G-DA approach on listening comprehension of English as a foreign language(EFL) learners in two time intervals. To this end, twenty learners were selected from among Iranian EFL learners at an English language institute. The quantitative data analysis revealed that mediational strategies which were offered to learners within the group’s Zone of Proximal Development (ZPD) could enhance their listening comprehension. These findings have important implications for all classroom teachers who can benefit from different designs of integrating instruction and assessment through offering mediational strategies to assist L2 learners in the development of their listening skill.
format	article
author	Ali Roohani Bashir Jam Shiva Yeganeh Masoud Rahimi Domakani
author_facet	Ali Roohani Bashir Jam Shiva Yeganeh Masoud Rahimi Domakani
author_sort	Ali Roohani
title	The effect of dynamic assessment on L2 learners’ listening comprehension
title_short	The effect of dynamic assessment on L2 learners’ listening comprehension
title_full	The effect of dynamic assessment on L2 learners’ listening comprehension
title_fullStr	The effect of dynamic assessment on L2 learners’ listening comprehension
title_full_unstemmed	The effect of dynamic assessment on L2 learners’ listening comprehension
title_sort	effect of dynamic assessment on l2 learners’ listening comprehension
publisher	Universitat Autònoma de Barcelona
publishDate	2018
url	https://doaj.org/article/c43a7216317840f1959d2c02362f4bf6
work_keys_str_mv	AT aliroohani theeffectofdynamicassessmentonl2learnerslisteningcomprehension AT bashirjam theeffectofdynamicassessmentonl2learnerslisteningcomprehension AT shivayeganeh theeffectofdynamicassessmentonl2learnerslisteningcomprehension AT masoudrahimidomakani theeffectofdynamicassessmentonl2learnerslisteningcomprehension AT aliroohani effectofdynamicassessmentonl2learnerslisteningcomprehension AT bashirjam effectofdynamicassessmentonl2learnerslisteningcomprehension AT shivayeganeh effectofdynamicassessmentonl2learnerslisteningcomprehension AT masoudrahimidomakani effectofdynamicassessmentonl2learnerslisteningcomprehension
_version_	1718413525254144000

The effect of dynamic assessment on L2 learners’ listening comprehension

Ejemplares similares