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

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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 develo** the participants’ MA and LC. The study ends by offering some implications for the relevant stakeholders.

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Data Availability

The data that support the findings of this study are available from the corresponding author upon reasonable request.

Abbreviations

G-DA :

Group-dynamic assessment

PBI :

Process-based instruction

LC :

Listening comprehension

MA :

Metacognitive awareness

KET :

Key English test

SCT :

Sociocultural theory

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Funding

This study is supported via funding from Prince Sattam Bin Abdulaziz University Project Number (PSAU 2023 /R/1444).

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Authors and Affiliations

  1. Ayatollah Ozma Burojerdi University, Borujerd City, Lorestan Province, Iran

    Afsheen Rezai

  2. Ayatollah Ozma Burojerdi University, Borujerd City, Lorestan Province, Iran

    Parisa Ashkani

  3. College of Humanities and Sciences, Prince Sattam Bin Abdulaziz University, Al-Kharj City, Saudi Arabia

    Sayed M. Ismail

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  1. Afsheen Rezai
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  2. Parisa Ashkani
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  3. Sayed M. Ismail
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Correspondence to Afsheen Rezai.

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This study was approved by the Ethical Board of Iranian English language Institutions.

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Informed consent was obtained from all the individual participants included in the study.

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Rezai, A., Ashkani, P. & Ismail, S.M. Effects of Group-Dynamic Assessment and Process-Based Instruction on EFL Learners’ Metacognitive Awareness and Listening Comprehension: A Mixed-Methods Inquiry. J Psycholinguist Res 52, 1345–1370 (2023). https://doi.org/10.1007/s10936-023-09934-7

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