Concurrent Group-dynamic Assessment of Intermediate EFL Learners’ Receptive and Productive Vocabulary Size

Abstract

Although research studies on dynamic assessment (DA) yielded promising results to the field of language teaching, scant research attention has been paid to examining the effectiveness of group dynamic assessment (G-DA) in relation to vocabulary development. To this effect, the present mixed-methods study was designed to inspect the potential of concurrent G-DA in enlarging receptive and productive vocabulary size of 56 Iranian intermediate EFL learners. The study used two modalities: the control group, which was taught the selected lexical items through traditional procedures such as using word lists; and the experimental group, which was offered group-based supportive prompts for doing vocabulary exercises within the G-DA framework. The results of a series of independent-samples t-tests indicated the significant effect of G-DA in enhancing receptive and productive vocabulary size of EFL learners. The qualitative data underscored the role of group mediation in increasing learners’ motivation to increase vocabulary uptake within the G-DA framework and maintaining their positive attitude toward G-DA.