In spite of their pivotal role in language learning, psychological variables involved in language learning have received less attention in empirical research. Therefore, this paper tried to inspect the effects of interventionist DA, interactionist DA, and non-DA on EFL students' SAF, FLCA, and FLLM. To achieve this goal, 78 respondents were chosen…

Academic vocabulary is necessary for university students. Vocabulary learning strategies (VLS) assist students to enhance their vocabulary knowledge and should be examined in accordance with their dynamic nature (Gu, 2020). Dynamic assessment (DA) is considered an alternative assessment that simultaneously and systematically assesses and teaches…

Traditional assessment does not confirm and result in learning. Assessment in Malaysia is now shifting from assessment of learning and for learning to assessment as learning to prepare students to face life beyond classroom to meet global challenges. This study intends to identify the challenges and needs of ESL teachers in implementing…

The present study explored the effects of interactionist Dynamic Assessment (DA) and age on the writing accuracy of IELTS candidates. This research investigated the existence of an interactional effect between the age of learners and the type of treatment they received. First, 140 IELTS candidates were split into two age groups, adult and young.…

Research on dynamic assessment (DA) has been conducted on the efficiency of either face-to-face (F2F) or mobile-assisted (MA) DA sessions. However, studies investigating the difference between these sessions conducted in the foreign language learning context are scarce. Thus, this study aims to explore the differences between F2F- and MA-DA…

This study examined the effect of mobile-mediated dynamic assessment on reading comprehension and reading fluency skills of Iranian L2 learners. With 50 Iranian L2 learners, randomly assigned to the experimental and control groups, a pretest-posttest control group design was used. Whereas the control group received traditional instructor…

Although multimodality has received vigorous attention and debate in English as a foreign language (EFL) research and classroom pedagogies, the practicality of using multimodal activities in curricula that are designed to teach language skills rather than multimodality is under researched. This paper contributes to the ongoing need for practical…

The present study investigated Iranian EFL teachers' alternative assessment literacy (AAL). The study employed a sequential explanatory mixed methods design, including qualitative and quantitative approaches. To achieve more accurate results, the AAL inventory (Mertler & Campbell, 2005) and an interview with ten teachers (to explore their…

This study investigates the relative effectiveness of online dynamic assessment (DA) compared to the teacher's explicit feedback in the acquisition of requests in an online learning environment. Thirty-four intermediate-level English as a foreign language (EFL) learners were randomly assigned to three groups: expert peer DA (PDA), teacher DA…

Primary school educators in South Africa often experience difficulties in applying recommended adaptive assessment methods in large multilingual classes, with these challenges being exacerbated when teaching and assessing English as First Additional Language (EFAL). In this article, we report on a study that explored Grade 6 educators' knowledge…

Little information is available on d/Deaf and hard of hearing (d/DHH) learners' L2 development. Their limited auditory access may discourage them from taking standardized tests, highlighting the need for alternative ways of assessing their L2 development and proficiency. Therefore, this study suggests adopting processability theory, which…

This report describes a calibration, scoring, and reporting method applicable to an assessment requiring aggregation at multiple levels. We demonstrate the method using an example of an assessment that targets a small and diverse population, an English language proficiency assessment for English learners with the most significant cognitive…

Rubrics are often used as scoring tools in evaluating student writing performance. Although there is a considerable amount of research on the use of rubrics in ESL writing instruction, little attention has been paid to studies of engaging students in rubric co-construction in the ELT context. This study investigates the implementation of…

Although a range of studies has explored the effectiveness of group-dynamic assessment (G-DA) and process-based instruction (PBI) in second language (L2) learning, no study has compared the effects of G-DA and PBI on EFL learners' metacognitive awareness (MA) and listening comprehension (LC). Thus, this study aimed to explore the effects of G-DA…

The current study set out to investigate the effects of concurrent group dynamic assessment (GDA) and cumulative GDA on Iranian EFL learners' development of reading comprehension micro-skills. To this end, a convenience sample of 60 intermediate undergraduate EFL university students that were selected based on the results of a placement test and…