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Effect of Interactionist Dynamic Assessment on English Vocabulary Learning: Cultural Perspectives in Focus
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Behzad Ghonsooly; Tahereh Hassanzadeh – Issues in Educational Research, 2019
The present study sought to investigate if an interactionist dynamic assessment differently affects the English vocabulary learning of Iranian EFL male and female learners with different cultural dimensions. Initially, 120 adult EFL intermediate learners were selected using convenience sampling from among 15 such classes. A cultural dimension…
Descriptors: English (Second Language), Second Language Learning, Indo European Languages, Second Language Instruction