Group dynamic assessment vs. computerized dynamic assessment: impacts on L2 listening development, L2 students’ perfectionism, foreign language anxiety, and intrinsic motivation

Abstract Dynamic assessment is heavily based on Vygotskian socio-cultural theory and in recent years researchers have shown interest the as a way to facilitate learning. This study attempted examine comparative effect of group dynamic (GDA) computerized (CDA) listening development, L2 learners’ perfectionism, anxiety, intrinsic motivation. To this end, 91 intermediate learners English were selected convenience sampling divided into 3 groups: GDA, CDA, control (CG). After implementing treatment, tests conducted data gathered. The results one-way ANOVA showed that both GDA CDA facilitative development with large size (effect = .516), difference between them was nonsignificant ( p > 0.05). further could ameliorate perfectionism moderate .332), decrease anxiety small (.218), increase motivation among .228). findings can implications for language practitioners, materials developers. are discussed.