Dynamic Assessment in the EFL Classroom: The Case of Listening Comprehension
Hamza Alshenqeeti, Grami Mohammad A. Grami
Asian Journal of Education and Social Studies · pp. 1–11 · Published 26 Dec 2019
10.9734/ajess/2019/v5i430160Abstract
The current study evaluates the potential of dynamic assessment (DA) in listening comprehension classes. DA is based on the sociocultural aspect of the Vygotskyan theory. It facilitates language improvement because DA assumes that mental instruments mediate psychological exercises. Although DA has been extensively analyzed, few studies have investigated its impact on listening comprehension in the language classroom. This study intends to fill the research gap in listening comprehension studies using DA as a mediation tool. The purpose of the current study therefore is to assess the effects of dynamic assessment on listening comprehension. A total of fifty-six English as a foreign language (hereinafter EFL) learners took part in the present examination. The subjects took a general placement proficiency test developed by the English Language Centre within the university to ensure participant homogeneity. The researcher recorded pre-test and post-test results of the participants and coded the values quantitatively. Data management and analyses were performed using the Statistical Package for Social Sciences (SPSS). The results were statistically analyzed using one-way ANOVA to test reliability and validity. The relevance of DA in enhancing listening comprehension is clearly supported by the fact that DA students’ results outperformed their counterparts in the study. The study findings also indicated a need for language educators to utilise mediation techniques in order to enhance students’ listening skills. Educators are advised to apply more DA approaches to mitigate student resistance to classroom instructions. These discoveries underscore the efficacy of DA and suggest its inclusion in the language-learning curriculum.
References (13)
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