Teacher-vs. Peer-mediated learning of grammar through dynamic assessment: A sociocultural perspective

Abstract

Mediation in general, and teacher and peer-mediation in particular, whose genesis are Vygotsky's sociocultural and Feuerstein's mediated learning experience theories, is a novel approach aimed at scaffolding low level learners by experienced instructors or peers. The main objectives of the present study, however, were to investigate the effects of teacher and peer-mediation on EFL learners' grammar learning (active vs. passive voice) at pre-intermediate level. In addition, the focus was on the effectiveness of the two strategies of mediation on grammar learning and retention. To this end, a sample of 45 EFL learners within the age range of 14 to19 was selected from among 68 pre-intermediate learners of a private language institute in Khoy, Iran. A homogeneity test, pretest, immediate and delayed posttests were used as data collection tools. The results revealed that teacher-mediation was more effective than peer-mediation and traditional and/or static assessment in improving the learning of active vs. passive voice statements in the short and long-run.