Actualizing Language Learners’ Potentials through Mediation: Cumulative vs Concurrent Group Dynamic Assessment and Students’ Self-management of Learning Tasks

This study aims to investigate the effect of implementing cumulative GDA and concurrent GDA on students’ self-management of learning tasks among Iranian intermediate EFL learners. For conducting this study 40 homogenized intermediate EFL learners were selected from private English language institutes in Sari. For collecting data in this study, participants were randomly divided into two groups named concurrent GDA group and cumulative GDA group. For measuring learners’ self-management on learning tasks before the instructional phase, the researchers used the learners’ self-management on learning tasks questionnaire (SLTQ). At the instructional phase, both groups were exposed to GDA procedures on doing their learning tasks. The cumulative GDA group members were exposed to cumulative GDA teaching. On the other hands, in concurrent GDA group the learners were exposed to concurrent GDA teaching style. After the instructional phase, the SLTQ was administered by the researchers in order to evaluate learners’ self-management on learning tasks. The data analysis revealed that both cumulative and concurrent GDA had has statistically significant effect on promoting students’ self-management on learning tasks. But the cumulative GDA group outperformed the concurrent GDA group