A Case Study on the Development of L2 Listening Inferencing Skills Through the Interactionist Dynamic Assessment

Abstract

This case study aimed to explore how interactionist dynamic assessment (DA) grounded in sociocultural theory influences the development of inferencing skills in L2 listening comprehension. Dynamic assessment refers to a combined approach of assessment and learning. While interventionist DA provides uniform scaffolding predetermined by the instructor, interactionist DA presents learners with scaffolding contingent on emerging problems or difficulties. To date, while a handful of studies have shed light on the influence of the two DAs on L2 grammatical progress as part of L2 production skills, few have explored its impact on the progress of L2 listening comprehension or on the specific skill of inferencing that often poses obstacles to L2 listeners. Two tertiary-level students from an EFL general English class participated in weekly one hour-long Zoom-mediated interactionist DA sessions over 6 weeks with an experienced L2 listening instructor and researcher using TED Talks. The findings suggested that interactionist DA had a positive effect on the development of L2 inferencing skills. However, the trajectory of the development over the period exhibited a nonlinear pattern with an idiosyncratic repetition of growth and retreat in the development of inferencing skills. Pedagogical implications and directions for further research are discussed.