The Role of Strategic Feedbacks in Promoting Collective Scaffolding among L2 Listeners

Abstract

While accepting a layman classification of feedback into two main types (explicit vs implicit), researchers with socio-cultural background have emphasized the strategic presentation of corrective feedback. This study provides empirical evidence for the effects of strategic feedbacks inspired by Vygotsky's sociocultural theory (SCT) on second language learners' listening comprehension during group dynamic assessment (G-DA). A sample of 20 L2 learners at intermediate level ages 20 to 24 volunteered to participate in this study. Following a microgenetic design, the study lasted about two months during which the learners received G-DA feedbacks. Exemplary protocols are provided to showcase the effects of strategic feedbacks offered by the mediator on the diagnosis and development of learners' comprehension abilities. Breaking away from a dichotomous format which is typical of SLA-based feedbacks and inspired by the sociocultural principles of contingency, graduation and dialogic negotiation, the G-DA feedbacks were found to be highly variable ranging from the most implicit to the most explicit in each interactive move. Concurrent and cumulative G-DA feedbacks were observed to be conducive to the expansion of group's Zone of Proximal Development or ZPD and growing intersubjectivity. Moreover, the strategic feedbacks through G-DA-based 'proleptic' instruction which proceeded in a lockstep fashion were found highly efficient in the realization of collective scaffolding, a source of assistance that benefitted a sizable number of secondary interactants. On implication side and in the research on L2 feedbacks, the paper recommends the use of G-DA-based strategic feedbacks as a more valid assessment and instructional tool than the traditional SLA-based feedbacks to diagnose and enhance the learners' listening comprehension abilities in the classroom context.