مهشید قناعت

This study aimed to examine the impact of Group Dynamic Assessment (G-DA) on the listening comprehension of Iranian intermediate EFL learners. To this purpose, through the Preliminary English Test (PET) 140 Iranian EFL female learners in four English Language Institutes of Ahvaz, Iran, were tested, and 80 of them were selected as the sample of the study using convenience sampling. They were taught through group dynamic assessment. After the pretest and treatment sessions, the participants were given the listening comprehension post-test and the resultant scores were statistically analyzed to detect their development from pretest to post-test. The obtained results revealed that Group Dynamic Assessment (G-DA) had a positive impact on the participants’ listening comprehension. This finding implies that EFL teachers may need to consider the positive impact of dynamic assessment on EFL learners’ listening comprehension improvement and provide them with more opportunities to interact. They may also need to create a change in the traditional models of listening comprehension assessment which emphasize psychometric quantification of students' performances