Original Research
Enhancing EFL Learners’ Listening Comprehension Through Group Dynamic Assessment: A Sociocultural Approach
- Abstract
- Full text
- Metrics
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’ Zone of Proximal Development (ZPD). A one-group pretest–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) = –8.94, p < .001. The high effect size (η² = 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.
Page 1 of
Download Count : 26
Visit Count : 95
Keywords
Group Dynamic Assessment; Listening Comprehension; Sociocultural Theory; Zone of Proximal Development
Author(s) Information
Publisher’s Note
The claims, arguments, and counter-arguments made in this article are exclusively those of the contributing authors. Hence, they do not necessarily represent the viewpoints of the authors’ affiliated institutions, or EUROKD as the publisher, the editors and the reviewers of the article.
Acknowledgements
The authors would like to express their sincere gratitude to the students and faculty of the Sultan Agung Islamic University for their participation and support throughout this study. Appreciation is also extended to the lectures and academic mentors who provided valuable feedback on the research design and implementation.
Funding
This research received no external funding.
CRediT Authorship Contribution Statement
Nur Ekaningsih: Conceptualization, Methodology, Investigation, Data Curation, Writing – Original Draft
Januarius Mujiyanto: Supervision, Validation, Writing – Review & Editing
Rudi Hartono: Methodology, Formal Analysis, Writing – Review & Editing
Issy Yuliasri: Supervision, Project Administration, Writing – Review & Editing
Generative AI Use Disclosure Statement
During manuscript preparation, the authors used ChatGPT (OpenAI) to assist with language editing, structural organization, and refinement of academic phrasing. Prompts were used to improve clarity and coherence of author-developed content. The AI tool was not used to generate research data, conduct statistical analysis, fabricate references, or interpret findings. All research design, data collection, analysis, interpretation, and final academic decisions were made solely by the authors.
Ethics Declarations
World Medical Association (WMA) Declaration of Helsinki–Ethical Principles for Medical Research Involving Human Participants
This study was conducted in accordance with the ethical principles of the World Medical Association Declaration of Helsinki. Ethical approval was obtained from the Research Ethics Committee of Universitas Islam Sultan Agung (Approval No. 012/EC/UNISSULA/2025). All participants provided informed written consent prior to participation, and participation was voluntary.
Competing Interests
The authors declare that they have no competing interests.
Data Availability
The datasets generated and analyzed during the current study are available from the corresponding author on reasonable request.