The impact of scaffolding and nonscaffolding strategies on the EFL learners' listening comprehension development

Safa, Mohammad Ahmadi; Rozati, Fatemeh

doi:10.1080/00220671.2015.1118004

Cited by 18 publications

(18 citation statements)

References 27 publications

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“…As a result, various strategic tools have been created to enhance reading, listening, speaking and writing skills. In a recent study, Ahmadi and Rozati [6] assessed group dynamic assessment (GDA) as a meditational strategy for learning comprehension. The authors tested the impact of DA on selected students.…”

Section: Justification For the Studymentioning

confidence: 99%

“…Although some studies revealed the importance of DA for L2 students (e.g. [6,12,13] there have been few studies on its impact on the learner's listening comprehension. Shabani [8] researched the ramifications of DA on L2 learners and analysed its contributions to listening comprehension and evaluation.…”

Section: Purpose and Questions Of The Studymentioning

confidence: 99%

“…By implication, DA is a test that allows intervention during the testing processes. As a result, DA focuses on learning [6]. With a dependence on constructivism, Vygotsky centered on the significance of social interaction in the learning process [6].…”

Section: Introductionmentioning

confidence: 99%

“…As a result, DA focuses on learning [6]. With a dependence on constructivism, Vygotsky centered on the significance of social interaction in the learning process [6]. According to the sociocultural theory, human understanding is a mediated process.…”

Section: Introductionmentioning

confidence: 99%

“…According to the sociocultural theory, human understanding is a mediated process. Learner cognition is developed by interventions that contribute to selfregulation [6]. Thus, DA is a collaborative model of evaluation and learning, which influences future learning.…”

Section: Introductionmentioning

confidence: 99%

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Dynamic Assessment in the EFL Classroom: The Case of Listening Comprehension

Alshenqeeti

Grami

2019

AJESS

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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.

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Section: Justification For the Studymentioning

confidence: 99%