Effects of Group-Dynamic Assessment and Process-Based Instruction on EFL Learners' Metacognitive Awareness and Listening Comprehension: A Mixed-Methods Inquiry

Autor/inn/en	Rezai, Afsheen; Ashkani, Parisa; Ismail, Sayed M.
Titel	Effects of Group-Dynamic Assessment and Process-Based Instruction on EFL Learners' Metacognitive Awareness and Listening Comprehension: A Mixed-Methods Inquiry
Quelle	In: Journal of Psycholinguistic Research, 52 (2023) 5, S.1345-1370 (26 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rezai, Afsheen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0090-6905
DOI	10.1007/s10936-023-09934-7
Schlagwörter	Second Language Learning; English (Second Language); Evaluation Methods; Teaching Methods; Metacognition; Listening Comprehension; Foreign Countries; Language Tests; Scores; Achievement Gains; Instructional Effectiveness; Student Evaluation; Alternative Assessment; Iran + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching method; Lehrmethode; Unterrichtsmethode; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Hörverständnis; Ausland; Language test; Sprachtest; Achievement gain; Leistungssteigerung; Unterrichtserfolg; Schulnote; Studentische Bewertung
Abstract	Although a range of studies has explored the effectiveness of group-dynamic assessment (G-DA) and process-based instruction (PBI) in second language (L2) learning, no study has compared the effects of G-DA and PBI on EFL learners' metacognitive awareness (MA) and listening comprehension (LC). Thus, this study aimed to explore the effects of G-DA and PBI on fostering EFL learners' metacognitive awareness (MA) and listening comprehension (LC) in Iran. For this purpose, a total of one hundred and sixty intermediate EFL learners were selected through a convenience sampling method at Iran Language Institute (ILI) and were homogenized using the Key English Test (KET). The EFL learners whose scores fell around the mean score were chosen and randomly allocated as G-DA group (n = 30), PBI group (n = 30), and control group (n = 30). Afterward, they went through a pre-test, interventions (lasting 16 one-hour sessions held twice a week) and a post-test. The interactions in the classes were also meticulously recorded. The collected data were analyzed using a one-way ANOVA and a microgenetic development approach. Findings evidenced that the G-DA group and PBI group outperformed the control group concerning the gains in MA and LC. However, the findings evidenced that G-DA was more effective than PBI to foster the EFL learners' MA and LC. Additionally, the complementary qualitative results documented that the proper feedback offered in line with the principles and procedures of G-DA and PBI contributed to developing the participants' MA and LC. The study ends by offering some implications for the relevant stakeholders. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01