Iranian EFL learners’ listening skill: Schema theory VS. Dynamic assessment

Listening skill, being considered the most difficult language skill (Graham, 2006), is a critical means of acquiring a second language” (Rost, 2001, p. 7). Thus, there is an emergent need to find effective approaches and programs for listening skill instruction. This study was an attempt to investigate the effects of dynamic assessment and schema theory on Iranian EFL learners’ listening comprehension. A quasi-experimental design was used for data collection and analysis. 42 students from two intact English classes took part in the study. Through random assignment, interventionist dynamic assessment was used in one group, while the other group used schema activating listening tasks in which their schema was activated by videos before listening to the audio files. Although the schema group obtained higher listening comprehension scores at the end of the treatment, there was not a statistically significant difference between the two treatments.

کلیدواژه ها:

Listening comprehension ، Dynamic assessment ، Schema theory ، Iranian EFL learners