尽管大量的研究已经证明了通过群体动态评估（G-DA）的脚手架在培养英语作为外语（EFL）学习者的语言技能和组成部分方面的有效性，它对发展心理结构的贡献，比如动机，学习焦虑（LA），在伊朗高中的背景下，沟通意愿（WTC）在很大程度上仍未得到探索。因此，这项研究旨在揭示G-DA对伊朗高中生动机的贡献，洛杉矶,和WTC。出于这些目的,通过随机抽样方法，在博鲁耶尔德市的Shahed高中抽取了124名11年级学生，伊朗,通过牛津快速放置测试(OQPT)进行均质化，随机分为对照组（CG）（n=23）和实验组（EG）（n=23）。之后,预测试,干预措施（作为课外活动，每周两次举行16次一小时的课程），并实施了后期测试。独立样本t检验的结果表明，干预后，与CG相比，EG的动机显着改善。此外,研究结果表明，基于G-DA的教学显著有助于缓解EG的LA。Further,结果发现，关于WTC的增益，EG和CG之间存在统计学上的显着差异。在这项研究中获得的发现预计将对各种EFL设置做出重大贡献，以及它们为相关利益相关者提供了各种建议和影响。
Although a mass of studies has demonstrated the effectiveness of scaffolding through group-dynamic assessment (G-DA) in fostering English as a foreign language (EFL) learners\' language skills and components, its contributions to developing psychological constructs, such as motivation, learning anxiety (LA), and willingness to communicate (WTC) have remained largely unexplored in the context of Iranian high schools. Thus, this study purported to disclose the contributions of G-DA to Iranian high school students\' motivation, LA, and WTC. For these purposes, 124 grade 11 students were chosen through a random sampling method at Shahed High School in Borujerd City, Iran, homogenized through the Oxford Quick Placement test (OQPT), and randomly allocated as a control group (CG) (n = 23) and an experimental group (EG) (n = 23). Afterward, a pre-test, interventions (for 16 one-hour sessions held two times a week as an extra-curricular program), and a post-test were implemented. The results of the independent samples t-tests evidenced that EG\'s motivation significantly improved compared to CG after the interventions. Additionally, the findings revealed that the G-DA-based instruction significantly contributed to relieving EG\'s LA. Further, the results uncovered that a statistically significant difference existed between EG and CG concerning the gains in WTC. The findings gained in this study are anticipated to contribute significantly to the various EFL settings, as well as they offer a variety of recommendations and implications for relevant stakeholders.
