The Dynamic Assessment of Reading Comprehension: An Exploration of EFL Teacher’s Perception and Practice

Saeed Mohammadi; Esmat Babaii

Volume 9, Issue 2 , April 2022, , Pages 123-148

https://doi.org/10.30479/jmrels.2020.12998.1607

Abstract
  This study investigates EFL teachers’ perceptions regarding Dynamic Assessment (hereafter DA) prior and subsequent to taking part in workshops and panel discussions. Twenty-five EFL teachers participated in a semi-structured interview, 10 of whom were selected through purposive sampling to take ...  Read More

A Probe into Iranian Learners’ Performance on IELTS Academic Writing Task 2: Operationalizing Two Models of Dynamic Assessment versus Static Assessment

Arezoo Daneshvar; mohammad sadegh bagheri; firooz sadighi; Lotfollah Yarmohammadi; Mortaza Yamini

Volume 8, Issue 2 , April 2021, , Pages 24-58

https://doi.org/10.30479/jmrels.2020.13075.1617

Abstract
  AbstractDynamic Assessment (DA) has been utilized for language evaluation. This mixed-methods study aimed to examine the potential impact of interactionist and interventionist models, as two significant offshoots of dynamic assessment on IELTS candidates’ performance in academic writing task 2. ...  Read More

Investigating the Effects of Using Dynamic Assessment Procedures on the EFL Learners’ Vocabulary Knowledge Development

Saman Ebadi; Vahid Yari

Volume 4, Issue 3 , August 2017, , Pages 49-72

Abstract
  This study seeks to provide insights into the process of vocabulary learning and promoting vocabulary knowledge by tracking its development in dynamic assessment (DA) procedures through thematic and microgenetic analysis. In order to meet the aim of this study, three male and three female EFL learners ...  Read More