The Effect of Feuerstein's Learning Potential Assessment Device (LPAD) of dynamic Assessment on Intermediate EFL Learners' Vocabulary Learning

Dynamic assessment has gained increasing attention in educational research due to its potential to enhance learners' development by focusing on their learning potential rather than merely evaluating their current abilities. It emphasizes the integration of teaching and assessment, providing real-time feedback and personalized support, which can significantly improve learning outcomes. This study investigated the impact of Feuerstein's Learning Potential Assessment Device (LPAD), a prominent dynamic assessment method, on vocabulary acquisition among intermediate English as a Foreign Language (EFL) learners in Iran. A total of ۴۵ learners participated in the study, with ۲۳ in the experimental group and ۲۲ in the control group. The participants were selected through nonrandom sampling from the Pardisan Language Institute in Tabriz. The Oxford Placement Test was used to homogenize learners, so learners whose scores were one standard deviation above and below the mean were selected as the participants of the study. The experimental group received ۱۳ sessions of vocabulary instruction through LPAD, while the control group followed traditional teaching methods. Vocabulary knowledge was measured using a pretest and posttest designed to assess learners' vocabulary depth and retention. The data were analyzed using independent samples t-tests to compare the improvements in vocabulary acquisition between the two groups. The results indicated that the experimental group showed significantly greater gains in vocabulary acquisition compared to the control group. These findings suggest that dynamic assessment, by providing continuous mediation and individualized support, is more effective in promoting vocabulary learning than traditional assessment methods. Dynamic assessment is important because it not only fosters cognitive growth but also enhances learner autonomy by addressing learners' potential for development. The results of the present study could help textbook designers, educational planners, material developers, foreign language institutes, teachers, and learners to provide a better context for foreign language learning and improve vocabulary.

کلیدواژه ها:

Dynamic assessment ، EFL Learners ، Feuerstein's Learning Potential Assessment Device ، vocabulary