Dynamic Assessment and Vocabulary Development among Saudi EFL University Learners

This study examined vocabulary development following a Dynamic Assessment (DA) intervention among Saudi EFL university learners in an English-medium instruction (EMI) context. Previous research has shown that Saudi university students continue to experience difficulties with productive academic vocabulary despite studying in EMI programs. Drawing on Vygotskian Sociocultural Theory, the study examined how mediation and scaffolding during assessment supported learners’ vocabulary development over a ۱۵-week intervention. The one-group quasi-experimental pretest-posttest study involved ۸۹ Saudi EFL undergraduate learners enrolled in three post-preparatory English courses at The University of Prince Mugrin (UPM). Vocabulary development was measured across two stages: pretest and posttest. In addition, DA session records included a retention indicator to examine the stability of vocabulary gains after mediated tasks. Four areas were assessed: vocabulary size, Academic Word List (AWL) knowledge, vocabulary depth, and reading comprehension. DA activities were integrated into regular vocabulary lessons. During the intervention, instructors provided graduated prompts, contextual hints, semantic questioning, and guided feedback to help learners interpret unfamiliar vocabulary and reflect on meaning. Paired-samples t-tests showed significant improvement across all four vocabulary measures, with large effect sizes. In addition, students who showed greater immediate vocabulary gains during mediated tasks also demonstrated stronger responsiveness to mediation. Learners generally perceived DA as helpful, fair, supportive of vocabulary-learning strategies, and suitable for future use. The findings suggest that DA may provide a useful developmental complement to conventional vocabulary assessment, although the absence of a control group and a separate delayed posttest limits causal and long-term interpretations.

کلیدواژه ها:

Academic Word List ، Dynamic assessment ، English-medium instruction ، Saudi EFL Learners ، Vocabulary Development