Dinleme Anlama Becerileri, Bilişsel Test Kaygısı ve EFL Öğrencilerinin Dinleme Becerilerinde Metabilişsel Farkındalıkta Dinamik Değerlendirmenin Rolü

<p dir="ltr" style="line-height:1.7999999999999998;text-align: justify;margin-top:0pt;margin-bottom:0pt;"><span style="font-size:12pt;font-family:'Times New Roman',serif;color:#272c30;background-color:#ffffff;font-weight:400;font-style:normal;font-variant:normal;text-decoration:none;vertical-align:baseline;white-space:pre;white-space:pre-wrap;">This study aims to investigate the role of dynamic assessment (DA) on EFL learners’ listening comprehension, test anxiety, and metacognitive awareness. To assess learners' listening comprehension, a sample IELTS listening test is utilized. Additionally, a cognitive test anxiety scale (Cassady, 2023) and a metacognitive awareness questionnaire (Vandergrift, Goh, Mareschal, &amp; Tafaghodtari, 2006) are used for this purpose. First, in this action research, 25 intermediate EFL learners in higher education are chosen via purposive sampling. A small group of participants was preferred in this action research since the aim is to develop an in-depth understanding rather than to make broad generalizations. The participants are administered a sample IELTS listening test, the test anxiety inventory, and the metacognitive awareness questionnaire as pre-test and post-test. Next, a six-week intervention is implemented, in which interventionist DA is integrated by following Aljaafreh and Lantolf’s Regulatory Scale (1994). The instructor provides clues based on Vygotsky’s ZPD for each incorrect answer to listening comprehension questions. The quantitative data, listening comprehension test, test anxiety inventory, and metacognitive awareness questionnaire are analyzed through the Wilcoxon signed ranks test. To support the quantitative analysis and find out the relationship between these variables, a multivariate correlation analysis is conducted. The expected findings of this continuing study indicate an increase in listening comprehension and metacognitive awareness. However, it is expected that test anxiety levels decrease. In other words, a direct proportion between listening comprehension and metacognitive awareness is anticipated, while an inverse proportion between metacognitive awareness and test anxiety is expected.</span> <span id="docs-internal-guid-84c552f7-7fff-c01c-74dd-6dafe1c4a15e"><br><br><br><br><br></span>