Computerized Group Dynamic Assessment and Listening Comprehension Ability: Does Self-Efficacy Matter?

Journal of Language and Education, 6(1), 157-172. doi: 10.17323/jle.2020.9834

16 Pages Posted: 23 Jun 2020

See all articles by Shahin Abassy Delvand

Shahin Abassy Delvand

Islamic Azad University (IAU)

Davood Mashhadi Heidar

Islamic Azad University (IAU)

Date Written: March 31, 2020

Abstract

The present study investigated the effect of group dynamic assessment (DA) through software on Iranian intermediate EFL learners’ listening comprehension ability. The main question of the study was whether dynamic assessment via CoolSpeech software had any effect on the listening comprehension ability of learners with high and low self-efficacy. To find the answer, 80 Iranian intermediate learners were selected from among a population of 120, based on their scores on a placement test. A self-efficacy questionnaire was then used to assign selected participants into two experimental groups as low self-efficacious experimental group (n=20) and high self-efficacious experimental group (n=20), as well as two control groups, each containing 20 participants. Next, a pretest of listening comprehension ability was administered to all groups, and no significant difference between their mean scores was observed. After a period of two months, during which the experimental groups received treatment of dynamic assessment through CoolSpeech software and the control groups received a placebo, a posttest of listening comprehension was administered to all groups. The data analysis results revealed that the participants in high self-efficacious experimental group achieved significantly better scores than the other groups. However, in the second experimental group, no significant change was observed, and participants in the second experimental group did not significantly outperform the control group. It was concluded that the group dynamic assessment method via software could have a significant effect on the listening comprehension ability of EFL learners with high self-efficacy.

Keywords: Computer-Assisted Language Learning (CALL), Group dynamic assessment, Listening comprehension ability, Self-efficacy, Zone of Proximal Development (ZPD)

Suggested Citation

Delvand, Shahin Abassy and Heidar, Davood Mashhadi, Computerized Group Dynamic Assessment and Listening Comprehension Ability: Does Self-Efficacy Matter? (March 31, 2020). Journal of Language and Education, 6(1), 157-172. doi: 10.17323/jle.2020.9834, Available at SSRN: https://ssrn.com/abstract=3614627

Shahin Abassy Delvand

Islamic Azad University (IAU) ( email )

Hamedan, Iran
Iran
Tehran, Isfahan 461-15655
Iran

Davood Mashhadi Heidar (Contact Author)

Islamic Azad University (IAU) ( email )

Hamedan, Iran
Iran
Tehran, Isfahan 461-15655
Iran

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