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Lowering Language Learner Anxiety: The Impact Of Collaborative-Dynamic Assessment In The Intermediate University Spanish Classroom, Lynda Mcclellan

Graduate Theses and Dissertations

This dissertation presents a new framework for the application of Vygotsky’s Sociocultural Theory (SCT) in the second language (L2) classroom called Collaborative-Dynamic Assessment (C-DA). C-DA is a melding of Collaborative Learning (CL), Dynamic Assessment (DA), and Group Evaluation (GE) in all aspects of L2 instruction and assessment. A study was conducted with 64 university students in an intermediate Spanish classroom to determine if the application of C-DA would lower Foreign Language Classroom Anxiety (FLCA). Horwitz’ (1986) Foreign Language Classroom Anxiety Scale (FLCAS) was administered to the participants at the beginning of the course and then again at the end of …