The Impact of Cumulative Group Dynamic Assessment on the Learning of Congruent and Non-Congruent Collocations among Iranian Intermediate EFL Learners

Fatemeh Farahani, Fatemeh Sadat Alavi Moghadam


The present study was an attempt to find out how cumulative group dynamic assessment impacts on the learning of congruent and non-congruent collocations by Iranian Intermediate EFL learners.  To conduct the study, 58 language learners at intermediate language proficiency level were selected as the participants of the study. Their age range was between 19 and 27 who studied English language in Zabankadeh Language Institute in Tehran, Iran. Before and after receiving cumulative group dynamic assessment, language learners were tested on their knowledge of cumulative collocations through using a researcher-made collocation test developed and validated by an expert in TEFL. The statistical analyses included the use of paired samples t-test, Wilcoxon test, and Mann Whitney U test. The results indicated that cumulative group dynamic assessment was significantly effective in the learning of congruent and non-congruent collocations. Obviously, it was found that there were significant differences between the learners’ scores on congruent and non-congruent posttest. Finally, it was concluded that the scores of congruent collocations being higher than the non-congruent collocations test.


Cumulative, Dynamic assessment, Congruent, Non-congruent, Collocations, English as a foreign language (EFL)

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