چکیده:
Listening has long been the neglected skill in second/foreign language acquisition,
research, teaching, and assessment. And managing listening instruction and improving
listening comprehension in the classroom are difficult for teachers and EFL learners.
In this regard, this study aimed at investigating the effect of group dynamic
assessment (G-DA) on Iranian EFL learners' metacognitive listening strategies and
listening comprehension. Sixty young EFL listeners were assigned to an experimental
and a control group at random. The experimental group (n = 30) was metacognitively
instructed based on group dynamic assessment. The students in the control group (n =
30) were orally exposed to the same material without being metacognitively instructed
by the same teacher. After ten instructional sessions, a listening comprehension posttest
and the metacognitive awareness listening questionnaire (MALQ) were
administered to both groups to measure their listening comprehension and
metacognitive awareness, respectively. A comparison of pre- and post-test scores of
the G-DA group showed that the learners benefited from metacognitive instruction as
measured by the listening comprehension test. As well, it was found that the
experimental group significantly outperformed the control group on both listening
comprehension and MALQ post-tests.
خلاصه ماشینی:
<H1>The Effect of Group Dynamic Assessment on Raising Young Iranian EFL Learners' Metacognitive Awareness and Listening Comprehension</H1> Mahmood Reza Moradian* Department of English Language and Literature, Lorestan University, Khorramabad <H1>Parisa Kogani Baharvand</H1> Department of English Language and Literature, Lorestan University Abstract Listening has long been the neglected skill in second/foreign language acquisition, research, teaching, and assessment.
In this regard, this study aimed at investigating the effect of group dynamic assessment (G-DA) on Iranian EFL learners' metacognitive listening strategies and listening comprehension.
A comparison of pre- and post-test scores of the G-DA group showed that the learners benefited from metacognitive instruction as measured by the listening comprehension test.
Keywords: listening strategies; group dynamic assessment; listening comprehension; metacognitive instruction * Department of English Language and Literature, Lorestan University, Khorramabad, Iran.
Within such a process-oriented instruction, the goal is to develop metacognitive abilities and proficiency levels in language learners to have self-control over listening comprehension by orchestrating appropriate strategies as well as practicing skills.
Vandergrift (2004) and Goh (2008) began to discuss the rationale for integrating metacognitive instruction into teaching listening comprehension based on the assumption that metacognitive instruction can potentially promote learners' awareness of their listening and learning processes and develop their ability to use appropriate strategies in various contexts (Goh, 2008), although the mixed findings of the empirical studies on the efficacy of metacognitive instruction in listening performance have challenged the accuracy of this assumption.
The MALQ has been designed for researchers and instructors to assess the extent to which language learners were aware of and can regulate the process of L2 listening comprehension (Vandergrift et al.