The Effect of Dynamic Assessment in Synchronous Computer-Mediated Communicationon on Iranian EFL Learners’ Listening Comprehension Ability at Upper-Intermediate Level

Akbar Afghari,Davood Mashhadi Heidar

doi:10.5539/elt.v8n4p14

Abstract

The present paper concentrates on a web-based inquiry in the synchronous computer-mediated communication (SCMC) via Web 2.0 technologies of Talk and Write and Skype. It investigates EFL learners’ socio-cognitive progress through dynamic assessment (DA), which follows Vygotsky’s inclination for supportive interchange in the zone of proximal development. Sixty adult EFL learners at upper-intermediate level were randomly assigned to the control and experimental groups. The participants in the experimental group were involved in dynamic assessment in synchronous computer-mediated communication for seven weeks. The results reveal that, through interactions in the ZPD, DA in synchronous computer-mediated communication lets us explore not only the actual level of learners’ listening ability but also to diagnose and assess the potential level of their listening development.

Highlights

As stated by Oskoz (2005) there is plenteous publication on the application of synchronous computer-mediated communication to the EFL contexts (Beauvois, 1994, 1998; Beauvois & Eledge, 1996; Chun, 1994; Darhower, 2002; Kelm, 1992, 1996; Kern, 1995; Warschauer, 1996, 1997)
The results reveal that, through interactions in the zone of proximal development (ZPD), dynamic assessment (DA) in synchronous computer-mediated communication lets us explore the actual level of learners’ listening ability and to diagnose and assess the potential level of their listening development
The present research provides a close analysis of L2 listening processes and diagnostics associated with the development of listening ability among Iranian EFL learners at upper-intermediate level

Summary

Introduction

As stated by Oskoz (2005) there is plenteous publication on the application of synchronous computer-mediated communication to the EFL contexts (Beauvois, 1994, 1998; Beauvois & Eledge, 1996; Chun, 1994; Darhower, 2002; Kelm, 1992, 1996; Kern, 1995; Warschauer, 1996, 1997). The number of studies investigating dynamic assessment (DA) in SCMC seems to be rare. DA provides learners with help whenever needed all through the enactment of the two-way-negotiation assessment task. Fundamental to Vygotskyan and sociocultural methods to language learning and DA are the notions of negotiation and social learning (Lantolf, 2000; Lantolf & Thorne, 2006). These basic modules of DA have been paid especial attention with the arrival of social webs and online communities through web 2.0 technologies that embrace an amplified weight on user-made content, documents and content sharing and two-way effort

Methods

Results

Conclusion