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The study investigated how DA affects Iranian intermediate learners’ reading comprehension in English as a foreign language. Twenty-eight male intermediate EFL learners (age 17–20) were randomly assigned to experimental and control groups. After a 2-month treatment (16 sessions), paired and independent-samples t-tests showed that the DA group outperformed the non-dynamic assessment group.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-effect-of-dynamic-assessment-on-iranian-efl-learners-reading-comprehension/589637/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-effect-of-dynamic-assessment-on-iranian-efl-learners-reading-comprehension/589637.png","ImageObject",300,407,{"name":92,"@type":93},"Cipher","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What theory and construct does Dynamic Assessment rely on in this study?","Question",{"text":112,"@type":113},"It is grounded in Vygotsky’s sociocultural theory, using the Zone of Proximal Development (ZPD) and scaffolding to guide assessment and instruction.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were the participants assigned and what was the study duration?",{"text":117,"@type":113},"Twenty-eight Iranian intermediate EFL learners were randomly assigned to experimental and control groups, with 16 sessions over two months.",{"name":119,"@type":110,"acceptedAnswer":120},"What instruments were used to measure learners’ reading comprehension?",{"text":121,"@type":113},"A TOEFL test was used to establish proficiency homogeneity, and reading tests served as pretests and posttests for comprehension measurement.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},589637,1792723435,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":19,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":52,"preview_page_count":4},687208528416,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Advances in Language and Literary Studies  \nISSN: 2203-4714  \nVol. 5 No. 3; June 2014  \nCopyright © Australian International Academic Centre, Australia  \nThe Effect of Dynamic Assessment on Iranian EFL Learners’  \nReading Comprehension  \nMohammad Reza Amirian  \nDepartment of English Language, Faculty of Literature and Humanities, Hakim Sabzevari University, Sabzevar, Iran  \nE-mail: [sm.amirian@hsu.ac.ir](sm.amirian@hsu.ac.ir)  \nMohammad Davoudi  \nDepartment of English Language, Faculty of Literature and Humanities, Hakim Sabzevari University, Sabzevar, Iran  \nE-mail: [davoudi2100@yahoo.com](davoudi2100@yahoo.com)  \nMohsen Ramazanian  \nDepartment of English Language, Faculty of Literature and Humanities, Hakim Sabzevari University, Sabzevar, Iran  \n[E-mail: Ramazanian_mohsen@yahoo.com](E-mail: Ramazanian_mohsen@yahoo.com)  \nDoi:10.7575/aiac.alls.v.5n.3p. 191  \nURL: [http://dx.doi.org/10.7575/aiac.alls.v.5n.3p.191](http://dx.doi.org/10.7575/aiac.alls.v.5n.3p.191)  \nReceived: 18/04/2014  \nAccepted: 23/05/2014  \nAbstract  \nDynamic Assessment (DA), is grounded in Vygotsky's idea on Sociocultural Theory (SCT) of mind, his concept of Zone of Proximal Development (ZPD) and its related metaphor; scaffolding. This study examined the effects of dynamic assessment on improving reading comprehension of Iranian intermediate students who were learning English as a foreign language. The participants, a group of Iranian male intermediate EFL learners ranging in age from 17 to 20, were randomly assigned to two groups of 14. In this study, the experimental and control groups ’performances on pretests and post-tests were compared through paired-samples and independent-samples t-tests. The treatment period lasted for 2 months (16 sessions) . The results showed that the experimental group, which was instructed through DA, outperformed the control group which was instructed in a non-dynamic way.  \nKeywords: Dynamic Assessment, Zone of Proximal Development (ZPD), Sociocultural Theory, Reading comprehension  \n1. Introduction  \nTeaching methods have been incorporated in different areas of language learning trend. Mostly, they focus on presenting, delivering, or constructing knowledge. Measuring learners ’knowledge has been part of methods. However, testing has been regarded as a peripheral issue. Nowadays, testing is assumed as a separate part from methodology in applied linguistics field. Different words and expressions have been used for technical equivalent of measuring learners ’knowledge during different periods (Bachman &Palmer, 1996) . Including test, measurement, evaluation, and assessment are mentioned (Bachman & Palmer, 1996) . These names are different as their definitions vary. Conventionally, assessment has been defined as an information-gathering activity to gain insight into learners ’current level of knowledge or ability (Baily, 1996; McNamara, 2004) .  \nMost traditional assessment tends to measure learners ’ current development or what the learners’ have already achieved, and thus it is also called “static assessment” by some researchers (Feuerstein et al., 1979) . In addition, the focus was on the product of teaching and learning. New trends in research and psychology dedicate a great part to process of learning. Learners’ feeling, emotion, and activity during learning process are at the center of focus. Moreover, researchers believe that proximal development will be effective if is activated (Poehner, 2005) . DA is a method of teaching and testing that can solve this problem, which was drawn from SCT of Vygotsky and his idea on cognitive development opens new insights into assessment in the language classroom by revealing hidden aspects of individuals ’abilities in answering each test item. While the results of traditional non-dynamic assessment (NDA) can only show the already existent abilities of the student, the analysis of ZPD makes it possible to evaluate the ability of the student to learn from the interaction with a teacher or","cbCaijbY4owgjNUZ","https://ap.wps.com/l/cbCaijbY4owgjNUZ","pdf",123507,"English","# Introduction\n## Method\n### Participants\n### Instrument","[{\"question\":\"What theory and construct does Dynamic Assessment rely on in this study?\",\"answer\":\"It is grounded in Vygotsky’s sociocultural theory, using the Zone of Proximal Development (ZPD) and scaffolding to guide assessment and instruction.\"},{\"question\":\"How were the participants assigned and what was the study duration?\",\"answer\":\"Twenty-eight Iranian intermediate EFL learners were randomly assigned to experimental and control groups, with 16 sessions over two months.\"},{\"question\":\"What instruments were used to measure learners’ reading comprehension?\",\"answer\":\"A TOEFL test was used to establish proficiency homogeneity, and reading tests served as pretests and posttests for comprehension measurement.\"}]","The Effect of Dynamic Assessment on Iranian EFL Learners' Reading Comprehension | PDF",1792067814]