Dynamic Assessment as the Linchpin of Academic Buoyancy, Reflective Thinking, and Academic Resilience for Intermediate Iranian EFL Learners: A Phenomenological Study

Kargar Behbahani, Hossein; Namaziandost, Ehsan; YarAhmadi, Malihe

doi:10.22034/ijlt.2024.449951.1334

Dynamic Assessment as the Linchpin of Academic Buoyancy, Reflective Thinking, and Academic Resilience for Intermediate Iranian EFL Learners: A Phenomenological Study

Document Type : Original Research Article

Authors

Hossein Kargar Behbahani ¹

Ehsan Namaziandost ²

Malihe YarAhmadi ³

¹ PhD Student in TEFL, Department of Foreign Languages and Linguistics, Shiraz University, Shiraz, Iran

² PhD in Applied Linguistics (TEFL); Department of General Courses, Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran

³ PhD Student in TEFL; Department of Foreign Languages and Linguistics, Shiraz University, Shiraz, Iran

10.22034/ijlt.2024.449951.1334

Abstract

In recent years, dynamic assessment and positive psychology have attracted the attention of many researchers. This phenomenological study explores Iranian intermediate English as a Foreign Language (EFL) learners' perception of academic buoyancy, reflective thinking, and academic resilience in response to dynamic assessment. Data were gathered through narrative inquiry, observation, and focus group discussion involving 18 intermediate EFL learners at a language institute in South Iran. Member checking, peer debriefing, and audit trail were used to ensure the credibility and dependability of the instruments. Thematic analysis of the qualitative data revealed that dynamic assessment positively influenced learners' academic buoyancy by providing tailored scaffolding and support, fostering resilience in the face of academic challenges, and enhancing reflective thinking abilities. These findings suggest that integrating dynamic assessment techniques into language teaching practices contributes to students' adaptive coping mechanisms and ability to navigate academic setbacks, enhancing their academic success and overall well-being. The study underscores the importance of incorporating dynamic assessment approaches to cultivate resilient and empowered learners within EFL settings. This study contributes to understanding dynamic assessment's role in fostering academic resilience and reflective thinking in language learning contexts. The implications of the study are discussed.

Keywords

Academic Buoyancy

Academic Resilience

Dynamic Assessment

Reflective Thinking