Enhancing EFL Learners' Listening Comprehension through Group Dynamic Assessment: A Sociocultural Approach
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| Title: | Enhancing EFL Learners' Listening Comprehension through Group Dynamic Assessment: A Sociocultural Approach |
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| Language: | English |
| Authors: | Januarius Mujiyanto (ORCID |
| Source: | Language Teaching Research Quarterly. 2026 54:1-24. |
| Availability: | European Knowledge Development (EUROKD). e-mail: editorial@eurokd.com; Web site: https://www.eurokd.com/journal/jd/1 |
| Peer Reviewed: | Y |
| Page Count: | 24 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | English (Second Language), Student Evaluation, Evaluation Methods, Listening Comprehension, Group Dynamics, Interaction, College Students, Second Language Learning, Language Tests |
| Assessment and Survey Identifiers: | Test of English as a Foreign Language |
| ISSN: | 2667-6753 |
| Abstract: | This study examines the effectiveness of Group Dynamic Assessment (G-DA) in enhancing English as a Foreign Language (EFL) learners' listening comprehension, drawing on Sociocultural Theory. G-DA combines instruction and assessment by offering mediated support during listening tasks, fostering development within learners' Zone of Proximal Development (ZPD). A one-group pretest--posttest design was used with 20 undergraduate students at Sultan Agung Islamic University, Indonesia. The students participated in three G-DA enrichment sessions, where the instructor provided graduated prompts and feedback during group-based listening activities. Learners benefitted both directly as primary interactants and indirectly by observing peer mediation. The results showed a significant improvement in listening comprehension, with mean scores increasing from 27.80 (SD = 7.25) to 32.45 (SD = 6.65), t(19) = --8.94, p < 0.001. The high effect size (n[superscript 2] = 0.81) indicates a strong impact, with weaker students making notable progress. The study supports the integration of assessment and instruction in EFL listening, validating the concept of a collective ZPD in classrooms and highlighting the inclusive benefits of collaborative mediation. Pedagogically, it offers practical guidance for teachers seeking to embed assessment in interactive learning. Future research should explore the long-term effects of G-DA and its applicability to other language skills and contexts. |
| Abstractor: | As Provided |
| Entry Date: | 20260101 |
| Accession Number: | EJ1517661 |
| Database: | ERIC |
| Abstract: | This study examines the effectiveness of Group Dynamic Assessment (G-DA) in enhancing English as a Foreign Language (EFL) learners' listening comprehension, drawing on Sociocultural Theory. G-DA combines instruction and assessment by offering mediated support during listening tasks, fostering development within learners' Zone of Proximal Development (ZPD). A one-group pretest--posttest design was used with 20 undergraduate students at Sultan Agung Islamic University, Indonesia. The students participated in three G-DA enrichment sessions, where the instructor provided graduated prompts and feedback during group-based listening activities. Learners benefitted both directly as primary interactants and indirectly by observing peer mediation. The results showed a significant improvement in listening comprehension, with mean scores increasing from 27.80 (SD = 7.25) to 32.45 (SD = 6.65), t(19) = --8.94, p < 0.001. The high effect size (n[superscript 2] = 0.81) indicates a strong impact, with weaker students making notable progress. The study supports the integration of assessment and instruction in EFL listening, validating the concept of a collective ZPD in classrooms and highlighting the inclusive benefits of collaborative mediation. Pedagogically, it offers practical guidance for teachers seeking to embed assessment in interactive learning. Future research should explore the long-term effects of G-DA and its applicability to other language skills and contexts. |
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| ISSN: | 2667-6753 |
