Effects of Group-Dynamic Assessment and Process-Based Instruction on EFL Learners' Metacognitive Awareness and Listening Comprehension: A Mixed-Methods Inquiry.

Although a range of studies has explored the effectiveness of group-dynamic assessment (G-DA) and process-based instruction (PBI) in second language (L2) learning, no study has compared the effects of G-DA and PBI on EFL learners' metacognitive awareness (MA) and listening comprehension (LC). Thus, this study aimed to explore the effects of G-DA and PBI on fostering EFL learners' metacognitive awareness (MA) and listening comprehension (LC) in Iran. For this purpose, a total of one hundred and sixty intermediate EFL learners were selected through a convenience sampling method at Iran Language Institute (ILI) and were homogenized using the Key English Test (KET).