On Iranian EFL Learners' Affective and Cognitive Perceptions of Web-Based Dynamic Assessment (WDA): Pragmatic Knowledge in Focus

Abstract

As an area that has emerged due to the integration of technology in education, web-based dynamic assessment (WDA) has evolved in comparison to face-to-face dynamic assessment. Moreover, pragmatic competence, as a central component of EFL learning, is a crucial research area in English Language Teaching (ELT). This qualitative study aimed to explore the perceptions of EFL intermediate learners regarding the impact of WDA on their pragmatic knowledge. The participants in this study consisted of 10 female Iranian intermediate EFL learners enrolled in English courses at a private language institute in Tehran, Iran. They were selected through purposive sampling. Data was collected using semi-structured interviews, and thematic analysis was employed for data analysis. The results revealed the following perceptions: enhancement of verbal skills, increased willingness to learn pragmatics, reduced learner anxiety, expedited pragmatic learning, heightened learner agency, increased learner motivation, improved learner self-confidence, greater learner autonomy, enhanced enjoyment, and improved mutual relationships among students. These findings have implications for EFL teachers, learners, and curriculum planners.