An Exploration into the Role of Pragmatic Learning Strategies and Gender in Game-based Group Dynamic Assessment

In line with vygotsky’s sociocultural theory (sct) of mind, digital game-based language learning (dgbl) and dynamic assessment (da) offer language learning opportunities via sociocultural engagement. this quantitative study aimed to explore the role of pragmatic learning strategies (plss) and gender in game-based group dynamic assessment. our participants included thirty upper-intermediate efl learners (15 males and 15 females) from two intact classes taking an english pragmatic course via game-based group dynamic assessment. following a pre-test, treatment, and post-test design, the participants filled out a pls inventory to identify the strategies used to tackle l2 conversations in different situations. besides, all learners were required to write reflective journals following each treatment session. descriptive statistics and correlation analysis were employed to analyze the data. the findings indicated that memory strategies were most widely used by the participants, i.e., they relied more on memorizing and storing previous pragmatic knowledge. in addition, compensatory strategies were positive but weak predictors of the learners’ l2 pragmatic performance, and gender did not impact the learners’ use of different plss. the study’s limitation and its practical and pedagogical implications for educational policymakers, teacher education programs, and l2 instructors were discussed in light of the posed research questions.