Group Dynamic Assessment vs. Computerized Dynamic Assessment: Impacts on L2 Listening Development, L2 Students' Perfectionism, Foreign Language Anxiety, and Intrinsic Motivation

Autor/inn/en	Ahmed Abdel-Al Ibrahim, Khaled; Karimi, Ali Reza; Abdelrasheed, Nasser Said Gomaa; Shatalebi, Vida
Titel	Group Dynamic Assessment vs. Computerized Dynamic Assessment: Impacts on L2 Listening Development, L2 Students' Perfectionism, Foreign Language Anxiety, and Intrinsic Motivation
Quelle	In: Language Testing in Asia, 13 (2023), Artikel 32 (29 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1186/s40468-023-00245-1
Schlagwörter	Evaluation Methods; Computer Assisted Testing; Second Language Learning; Listening Skills; Personality Traits; Anxiety; Student Motivation; Comparative Analysis; English (Second Language); Effect Size + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Angst; Schulische Motivation; English as second language; English; Second Language; Englisch als Zweitsprache
Abstract	Dynamic assessment is heavily based on Vygotskian socio-cultural theory and in recent years researchers have shown interest in the theory as a way to facilitate learning. This study attempted to examine the comparative effect of group dynamic assessment (GDA) and computerized dynamic assessment (CDA) on listening development, L2 learners' perfectionism, anxiety, and intrinsic motivation. To this end, 91 intermediate learners of English were selected based on convenience sampling and were divided into 3 groups: a GDA, a CDA, and a control group (CG). After implementing the treatment, the tests conducted and the data gathered. The results of one-way ANOVA showed that both GDA and CDA were facilitative of listening development with a large effect size (effect size = 0.516), and the difference between them was nonsignificant (p > 0.05). The results further showed that both GDA and CDA could ameliorate perfectionism with a moderate effect size (effect size = 0.332), decrease anxiety with a small effect size (0.218), and increase intrinsic motivation among L2 learners with a small effect size (effect size = 0.228). The findings can have implications for language practitioners, and materials developers. The implications of the study are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01