Quantifying the ZPD of EFL Learners in DA and NDA Listening Comprehension

This study was an attempt to examine the role of dynamic assessment in developing the listening comprehension of EFL learners and determine the extent to which DA can foster listening comprehension development compared to NDA. This study also aimed to elucidate the potential and effectiveness of DA in diagnosing L2 learners’ problems in listening comprehension and putting them right. Fifty TEFL students at Imam Khomeini International University were randomly divided to DA and NDA groups. The data analysis took into consideration the participants’ mediated and unmediated recalls of the idea units contained in the texts during assessment sessions. The results indicated that the dramatic improvement in independent listening performance of the DA group may be attributed to the administration of the enrichment program. Also, there was a statistically significant difference between the performance of the DA and the NDA group. The problem areas for the participants’ listening comprehension were diagnosed through DA-based instruction and it was found that, among other areas such as vocabulary and grammar, lacking L2 phonology was a serious contributor to breakdowns in listening comprehension. The results of this study were in line with the previous research on DA-based studies in listening comprehension. This study adds to the body of research on L2 research, in particular to L2 research informed by SCT.

Listening comprehension; Dynamic assessment; Non-dynamic assessment; ZPD