An Investigation into the Challenges of Applying Group Dynamic Assessment (GDA): Voices from Iranian EFL Teachers

Group-Dynamic Assessment (G-DA) has begun to attract attention as a practical alternative to Traditional Dynamic Assessment (DA). Although G-DA receives attention in the field of language assessment, little is known about the challenges English as a Foreign Language (EFL) teachers might face in the application of G-DA in a classroom context. The current study explored Iranian EFL teachers’ challenges of applying G-DA with EFL learners in the classroom setting. Semi-structured interviews and journals were used to explore how the teachers narrated their professional challenges in the path of assessing language learners based on the tenets of G-DA. Thematic analysis, carried out through MAXQDA version ۲۰۲۰, indicated that limited motivation among EFL learners, lack of awareness of G-DA benefits among EFL teachers, the predominance of exam-oriented policies of education among stakeholders, teachers’ restricted autonomy in assessment practices, and paucity of teacher training in the application of G-DA were the main obstacles in the way of successful implementation of G-DA in the context of Iran. The results suggested that institutional barriers to G-DA application should be removed through workshops aimed at raising EFL teachers’ awareness of the value of G-DA. The findings implied that Iranian EFL teachers need more assistance from teacher educators to enhance their learners’ motivation, expand their knowledge about G-DA, and improve their assessment literacy. Finally, pedagogical applications are discussed and suggestions for future research are offered.

کلیدواژه ها:

Group Dynamic Assessment (GDA) ، Dynamic Assessment (DA) ، Professional Challenges ، EFL Teachers