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This study examines the effectiveness of Group Dynamic Assessment (G-DA) in enhancing English as a Foreign Language (EFL) learners' listening comprehension, drawing on Sociocultural Theory. G-DA combines instruction and assessment by offering mediated support during listening tasks, fostering development within learners&rsquo; Zone of Proximal Development (ZPD). A one-group pretest&ndash;posttest design was used with 20 undergraduate students at Sultan Agung Islamic University, Indonesia. The students participated in three G-DA enrichment sessions, where the instructor provided graduated prompts and feedback during group-based listening activities. Learners benefitted both directly as primary interactants and indirectly by observing peer mediation. The results showed a significant improvement in listening comprehension, with mean scores increasing from 27.80 (SD = 7.25) to 32.45 (SD = 6.65), t(19) = &ndash;8.94, p &lt; .001. The high effect size (&eta;&sup2; = 0.81) indicates a strong impact, with weaker students making notable progress. The study supports the integration of assessment and instruction in EFL listening, validating the concept of a collective ZPD in classrooms and highlighting the inclusive benefits of collaborative mediation. Pedagogically, it offers practical guidance for teachers seeking to embed assessment in interactive learning. Future research should explore the long-term effects of G-DA and its applicability to other language skills and contexts.

ltrq.2026.54.01.pdf

Original Research 

ltrq.2026.54.01.xml

Enhancing EFL Learners’ Listening Comprehension Through Group Dynamic Assessment: A Sociocultural Approach

Blended learning in maritime education, particularly in the Seafarer Upgrading Program, faces challenges in adapting effective teaching methods for Maritime English (ME) instruction. A promising approach, Blended Task-Based Language Teaching (B-TBLT), combines Task-Based Language Teaching (TBLT) with blended learning environments. However, limited studies have explored students' perspectives on its implementation. This study endeavours to investigate students&rsquo; perceptions of B-TBLT in ME teaching. Data were collected from twenty Deck Officer Class IV students who were enrolled in ME instruction with B-TBLT using a mixed-method approach. This was achieved through questionnaires and interviews. The results indicate that students perceive B-TBLT positively, particularly in improved language skills, satisfaction and engagement, task relevance to real-world applications, and the role of technology. Moreover, the students expressed favourable views on the blended learning format, as it helped them increase independence and collaboration. Despite these positives, challenges related to time management and learning balance were identified. These findings underscore the potential of B-TBLT in ME education and provide implications for improving blended learning strategies in specialized training programs, particularly in vocational contexts.

ltrq.2025.49.08.pdf

ltrq.2025.49.08.xml

Blended Task-Based Language Teaching in Maritime English: Voices of Indonesian Seafarer Upgrading Program Students