On The Analysis of Effectiveness of Metacognitive Awareness by Interventionist Sandwich Format Dynamic Assessment On Listening Development of Iranian Intermediate EFL Learners

It is impossible to neglect the importance of listening skill in language learning. This study attempted to evaluate the effectiveness of metacognitive awareness by interventionist sandwich format dynamic assessment on listening development of Iranian intermediate EFL learners. Participants were ۶۰ adolescent girls who were aged among ۱۲ to ۱۴. After homogenizing students by Oxford Placement Test (OPT), three groups were formed under the titles of: ۱) Meta Cognitive Awareness (MCA) and Dynamic Assessment (DA) experimental group ۲) Meta Cognitive Awareness (MCA) experimental group ۳) control group. Data analysis was done by ANCOVA statistical operation. Results of the study proved that both treatments were effective on listening development. But the group with both MCA and DA had more development than the group with just MCA as its treatment. Also data analysis of MALQ confirmed that there weren't any differences among groups after controlling the covariate. Therefore, all groups had almost same perception of listening and listening strategies. The results of this research would help teacher to help students improve their listening skills and overcome listening challenges. The final results approved that applying both MCA and DA was helpful to enhance listening skills but integration of MCA and DA was more effective on listening improvement. Limitations of the study was duration of the research and number of students based on the language institute's policies. Delimitation of this study was that the study was done only on intermediate female students.

کلیدواژه ها:

Meta Cognitive Awareness(MCA) ، Dynamic Assessment(DA)