A Comparative Study of the Effects of two Types of Dynamic Assessment (Interventionist vs. Interactionist) on Iranian EFL Learners' Writing Accuracy

Extensive research and compelling scholarly debates have highlighted widespread dissatisfaction with conventional assessment methodologies, thereby underscoring the necessity for alternative approaches such as dynamic assessment. The primary objective of this study was to examine the efficacy of two distinct forms of dynamic assessment namely, interactive and interactional assessment implemented through classroom-based writing tasks, in facilitating improvements in participants’ grammatical precision in writing. A total of thirty-eight EFL (English as a foreign language) learners, enrolled in two intact classes at Paymeh-noor University (Tabriz-Iran) and participating in a English course, served as the subjects of this investigation. Their initial homogeneity was established based on scores obtained from the Preliminary English Test (PET). Participants were randomly assigned to two experimental groups: one receiving interactional dynamic assessment and the other receiving interventionist dynamic assessment. The intervention spanned ten sessions, during which all groups experienced identical instructional procedures and received the same instructional materials. In one group, the interactional dynamic assessment was implemented, whereas the other group received interventionist assessment. Upon completion of the course, all participants completed a post test. Analysis of the pretest and post test results indicated that learners subjected to interactional dynamic assessment demonstrated significantly greater improvements in grammatical accuracy in writing compared to their interventionist counterparts. These findings hold important practical implications for language educators.

کلیدواژه ها:

Dynamic assessment ، Interactional dynamic assessment ، interventionist dynamic assessment