Effects of Group-Dynamic Assessment and Process-Based Instruction on EFL Learners' Metacognitive Awareness and...

Area of Science:

• Second Language Acquisition
• Educational Psychology
• Applied Linguistics

Background:

• Existing research highlights the benefits of Group-Dynamic Assessment (G-DA) and Process-Based Instruction (PBI) in Second Language (L2) learning.
• A gap exists in comparative studies on the impact of G-DA and PBI on Metacognitive Awareness (MA) and Listening Comprehension (LC) for English as a Foreign Language (EFL) learners.
• This study addresses the need to understand how these pedagogical approaches influence critical cognitive and linguistic skills in EFL contexts.

Purpose of the Study:

• To investigate the effects of G-DA and PBI on enhancing EFL learners' Metacognitive Awareness (MA).
• To examine the impact of G-DA and PBI on improving EFL learners' Listening Comprehension (LC).
• To compare the efficacy of G-DA versus PBI in fostering both MA and LC among intermediate EFL learners in Iran.

Main Methods:

• A quantitative quasi-experimental design involving 90 intermediate EFL learners randomly assigned to G-DA, PBI, and control groups.
• Intervention consisted of 16 one-hour sessions over 8 weeks, preceded by a pre-test and followed by a post-test.
• Data analysis employed one-way ANOVA and a microgenetic development approach, supplemented by qualitative analysis of classroom interactions.

Main Results:

• Both G-DA and PBI groups demonstrated significant gains in MA and LC compared to the control group.
• G-DA was found to be more effective than PBI in promoting improvements in both MA and LC.
• Qualitative data indicated that constructive feedback within G-DA and PBI frameworks positively contributed to the development of MA and LC.

Conclusions:

• G-DA and PBI are effective pedagogical strategies for enhancing MA and LC in EFL learners.
• G-DA offers a superior approach compared to PBI for simultaneously developing metacognitive skills and listening abilities in EFL contexts.
• The findings provide valuable insights for educators and curriculum designers aiming to optimize L2 learning outcomes through targeted instructional methods.