The Role of Strategic Feedbacks in Promoting Collective Scaffolding among L2 Listeners

While accepting a layman classification of feedback into two main types (explicit vs implicit), researchers with socio-cultural background have emphasized the strategic presentation of corrective feedback. This study provides empirical evidence for the effects of strategic feedbacks inspired by Vygotsky s sociocultural theory (SCT) on second language learners listening comprehension during group dynamic assessment (G-DA). A sample of 20 L2 learners at intermediate level ages 20 to 24 volunteered to participate in this study. Following a microgenetic design, the study lasted about two months during which the learners received G-DA feedbacks. Exemplary protocols are provided to showcase the effects of strategic feedbacks offered by the mediator on the diagnosis and development of learners comprehension abilities. Breaking away from a dichotomous format which is typical of SLA-based feedbacks and inspired by the sociocultural principles of contingency, graduation and dialogic negotiation, the G-DA feedbacks were found to be highly variable ranging from the most implicit to the most explicit in each interactive move. Concurrent and cumulative G-DA feedbacks were observed to be conducive to the expansion of group s Zone of Proximal Development or ZPD and growing intersubjectivity. Moreover, the strategic feedbacks through G-DA-based proleptic instruction which proceeded in a lockstep fashion were found highly efficient in the realization of collective scaffolding, a source of assistance that benefitted a sizable number of secondary interactants. On implication side and in the research on L2 feedbacks, the paper recommends the use of G-DA-based strategic feedbacks as a more valid assessment and instructional tool than the traditional SLA-based feedbacks to diagnose and enhance the learners listening comprehension abilities in the classroom context.