Abstract

In Vygotsky's theory, learner's Zone of Proximal Development (ZPD) and autonomous performance could be further developed through social interaction with an expert. Computerized concept mapping enjoys the advantage of meeting learners' differences and therefore can be applied as a scaffold to support learning process.Taking a dynamic assessment approach, the present study surveyed the adequacy of computerized concept mapping as a scaffolding tool for the development of the two EFL learners' ZPD in the listening comprehension ability. The two learners, whose main problem with understanding listening passages was connecting the main points, were subjected to ten DA sessions and were involved in making concept maps for the listening passages. Results of this qualitative study indicated the movement of the learners along the continuum of mediation internalization to get closer to the self-regulation extreme which in turn denotes their getting higher levels of ZPDs of listening comprehension ability. This study implies that the constructivism nature of learning can finally lead to handing over the more autonomous and independent functioning to students. The findings of the study will shed light on compatibility of computerized concept mapping as an example of new technologies with dynamic assessment of listening comprehension and captures the microgenetic changes learners went through in getting higher levels of listening comprehension ability.

Citation

Ebadi, S. & Latif, S.V. (2015). Dynamic Assessment of EFL Learners' Listening Comprehension via Computerized Concept Mapping. Journal of Educational Technology, 12(2), 29-41. Retrieved August 13, 2024 from https://www.learntechlib.org/p/194532/.

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Keywords

• Alternative Assessment
• College Graduates
• Computer Uses in Education
• concept mapping
• English (Second Language)
• Foreign Countries
• learning theories
• Listening Comprehension
• Qualitative Research
• Scaffolding (Teaching Technique)
• second language learning