期刊名称：International Journal of Research Studies in Education
印刷版ISSN：2243-7703
电子版ISSN：2243-7711
出版年度：2020
卷号：9
期号：1
页码：29-46
DOI：10.5861/ijrse.2020.44020
出版社：Consortia Academia Publishing
摘要： 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.
关键词：group dynamic assessment; zone of proximal development; mediational strategies; listening comprehension
