The effect of dynamic assessment on L2 learners’ listening comprehension

Authors

  • Ali Roohani
  • Bashir Jam
  • Shiva Yeganeh
  • Masoud Rahimi Domakani

Abstract

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.

Keywords

dynamic assessment, zone of proximal development, listening comprehension

References

Ableeva, R. (2010). Dynamic assessment of listening comprehension in second language learning. Unpublished doctoral dissertation, The Pennsylvania State University, University Park: PA.

Alavi, S. M., Kaivanpanah, Sh., & Shabani, K. (2012). Group dynamic assessment: an inventory of mediational strategies for teaching listening. The Journal of Teaching Language Skills, 3(4), 27-58.

Aljaafreh, A., &Lantolf, J. P. (1994). Negative feedback as regulation and second language learning in the zone of proximal development. The Modern Language Journal, 78(4), 465-83.

Alderson, J. C. (2005). Diagnosing foreign language proficiency: The interface between learning and assessment. London: Continuum.

Donato, R. (2000). Sociocultural contribution to understanding the foreign and second language classroom. In J. P. Lantolf (Ed), Sociocultural theory and second language learning, (pp. 27-50). Oxford University Press.

Ellis, R. (2003). Task-based language learning and teaching. New York, Oxford University Press.

Ellis, R. (2009). Corrective feedback and teacher development. L2 Journal, 1, 3–18.

Hasan, A. (2000). Learners’ perceptions of listening comprehension problems. Language, Culture and Curriculum ,13, 137-153.

Hashemi Shahraki, S., Ketabi, S. & Barati, H., (2015). Dynamic assessment in EFL classrooms: Assessing listening comprehension in three proficiency levels. International Journal of Research Studies in Education, 4(3), 17-31.

Lantolf, J. P. (2005). Sociocultural and second language learning research: An exegesis. In E. Hinkel, (Ed), Handbook of research in second language teaching and learning, (pp. 335-350). Mahwah: New Jersey.

Lantolf, J. P., &Poehner, M. E. (2014). Sociocultural theory and the pedagogical imperative in L2 education: Vygotskian praxis and the research/practice divide. New York: Routledge.

Leontiev, A. A. (1981). Psychology and language learning process. London: Pergamon.

Mitchell, R., & Myles, F. (2004). Second language learning theories (2nd.). London: Hodder Arnold.

Nassaji, H. (2016). Anniversary article Interactional feedback in second language teaching and learning: A synthesis and analysis of current research. Language Teaching Research, 20(4), 535-562.

Poehner, M. E. (2005). Dynamic assessment of oral proficiency among advanced L2 learners of French. Unpublished doctoral dissertation. The Pennsylvania State University, University Park, PA.

Poehner, M. E. (2008). Dynamic assessment. A Vygotskian approach to understanding and promoting L2 development. Springer: USA.

Poehner, M. E. (2009). Group dynamic assessment: Mediation for the L2 classroom. TESOL Quarterly, 43(3), 471-491.

Richards, J. C., & Schmidt, R. (2002). Longman dictionary of applied linguistics and language teaching (3rd ed.). NY: Cambridge University Press.

Taheri, P. (2016). Dynamic assessment: A more comprehensive approach to interpret and capture L2 listening comprehension development. International Journal of Sciences and Research, 72(12), 10-25.

Vandergrift, L. (2007). Recent development in second and foreign language listening comprehension research. Language Teaching, 40(3), 191-210.

Wang, J. (1996). Same task: Different activities. Unpublished research report, University of Pittsburgh, Pittsburgh, PA.

Vygotsky, L. S. (1994). The problem of the environment. In J. van der Veer & J. Valsiner (Eds), The Vygotsky reader, (pp. 338-354). Oxford: Blackwell.

Vygotsky, L. S. (1998). The problem of age. In R. W. Rieber (Ed.), The collected works of L. S. Vygotsky: Vol. 5: Child psychology, (pp. 187-205). New York: Plenum.

Published

30-12-2018

Downloads

Download data is not yet available.