Group dynamic assessment vs. computerized dynamic assessment: impacts on L2 listening development, L2 students’ perfectionism, foreign language anxiety, and intrinsic motivation

• Published in: Language Testing in Asia 2023-12, Vol.13 (1), p.32-29, Article 32
• Main Authors: Ahmed Abdel-Al Ibrahim, Khaled, Karimi, Ali Reza, Abdelrasheed, Nasser Said Gomaa, Shatalebi, Vida
• Format: Article
• Language: English
• Subjects: Anxiety; Assessment; CDA; Comparative Analysis; Computer Assisted Testing; Control Groups; Critical discourse analysis; Dynamic assessment; Education; Effect Size; English (Second Language); English as a second language learning; Evaluation Methods; GDA; Group dynamics; Intrinsic Motivation; Language assessment; Language Education; Learning oriented Assessment (LOA): A Window for Fairness in Classroom Assessment?; Listening; Listening development; Listening Skills; Motivation; Perfectionism; Personality Traits; Second Language Learning; Sociocultural theory; Student Motivation; Students; Testing and Evaluation
• ISSN: 2229-0443; 2229-0443
• DOI: 10.1186/s40468-023-00245-1

Dynamic assessment is heavily based on Vygotskian socio-cultural theory and in recent years researchers have shown interest in the theory as a way to facilitate learning. This study attempted to examine the comparative effect of group dynamic assessment (GDA) and computerized dynamic assessment (CDA) on listening development, L2 learners’ perfectionism, anxiety, and intrinsic motivation. To this end, 91 intermediate learners of English were selected based on convenience sampling and were divided into 3 groups: a GDA, a CDA, and a control group (CG). After implementing the treatment, the tests conducted and the data gathered. The results of one-way ANOVA showed that both GDA and CDA were facilitative of listening development with a large effect size (effect size = .516), and the difference between them was nonsignificant ( p > 0.05). The results further showed that both GDA and CDA could ameliorate perfectionism with a moderate effect size (effect size = .332), decrease anxiety with a small effect size (.218), and increase intrinsic motivation among L2 learners with a small effect size (effect size = .228). The findings can have implications for language practitioners, and materials developers. The implications of the study are discussed.