Group dynamic assessment of the listening skill A ZPD-based Study of Iranian TOEFL iBT Candidates
DOI:
https://doi.org/10.37134/ajatel.vol11.2.6.2021Keywords:
Dynamic Assessment (DA), Zone of Proximal Development (ZPD), Static (non-dynamic) Assessment, Learning Potential Score (LPS), Group Dynamic Assessment (G-DA), Cumulative G-DAAbstract
The present study was an attempt to assess, diagnose, and enhance the listening skill of Iranian TOEFL iBT candidates through Group Dynamic Assessment (G-DA). An interactionist format of dynamic assessment was conducted in the present study. Twenty participants took part in the G-DA program which lasted for nine weeks; one week for the pre-test; seven weeks for the enrichment mediation program; and one week for the post-test. The study revealed a significant difference between the participants’ pre-test (non-dynamic) and post-test (dynamic) scores. The learning potential score (LPS) differentiated among the learners with similar pre-test scores. Finally, the analysis of the participants’ interactions with the mediator along with the LPS score helped the mediator to have a thorough diagnosis of each participant’s weaknesses regarding different sub-skills included in the listening section of the TOEFL iBT test. Consequently, the mediator was able to develop more fine-tuned individualized learning plans and materials for the participants.
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