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Keywords
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Dynamic assessment, Cognitive strategies, Metacognitive strategies, Intrinsic value, Self-efficacy, Learning potential score, Listening comprehension, Self-regulation
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Abstract
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This study aimed to integrate self-regulation strategies into dynamic assessment
procedures of listening comprehension in an EFL setting and examine the possibility
of raising EFL students’ listening comprehension and self-regulation skills. In addition,
it explored the possibility of enhancing EFL learners’ scores in listening
comprehension and self-regulation through applying self-regulation activities as a
tool for motivating learners while being assessed. The assessment procedure was
based on Vygotsky’s notion of the zone of proximal development and self-regulated
intervention. The participants were 49 Iranian EFL learners in three groups: a control
group, which received the institute’s regular instructional activities; a comparison
group, which received dynamic assessment (DA); and an experimental group which
received self-regulated dynamic assessment (SR-DA) procedures, in the form of an
intervention focusing on cognitive, emotional, and behavioral self-regulation states of
learners. Results of the study pointed to the potential of SR-DA for enhancing the
students’ learning potential over and beyond that which is available from the DA (as
offered to the comparison group) and the static testing (as offered to the control
group). The results have important implications for a theoretical understanding of
the mechanisms through which EFL learners develop necessary self-regulation skills
in the EFL context
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