Enhancing learning potential score in EFL listening comprehension and self-regulation through self-regulated dynamic assessment procedures

Abstract This study aimed to integrate self-regulation strategies into dynamic assessment procedures of listening comprehension in an EFL setting and examine the possibility raising students’ skills. In addition, it explored enhancing learners’ potential scores through applying activities as a tool for motivating learners while being assessed. The procedure was based on Vygotsky’s notion zone proximal development self-regulated intervention. participants were 49 Iranian three groups: control group, which received institute’s regular instructional activities; comparison (DA); experimental group (SR-DA) procedures, form intervention focusing cognitive, emotional, behavioral states learners. Results pointed SR-DA learning over beyond that is available from DA (as offered group) static testing group). results have important implications theoretical understanding mechanisms develop necessary skills context.