The Impact of Dynamic Assessment on Collocational Knowledge of EFL Learners

The present study sought to explore the effect of dynamic assessment (DA) on the enhancement of collocational knowledge of Iranian EFL learners. For this purpose, 83 students were selected based on the convenience sampling procedure in an English institute in Kashan and assigned intoexperimental (n= 22) and control (n= 13) groups. After a pretest, an interventionist model of DA was implemented in the experimental group. Lantolf and Poehner s (2211) scale was adopted toapply the mediation for each individual in the experimental group. The data obtained from the pretest and posttest scores of both groups were analyzed. The final independent t-test neeweeb the posttest scores of control and experimental groups revealed that collocation learning rate oflearners could be enhanced using DA procedures. Our result suggests that DA is an effective means of helping L2 learners to overcome their lack of collocations. The findings of this study might be beneficial and informative for EFL instructors to incorporate DA procedures into their classes and provide meditation whenever needed

کلیدواژه ها:

Dynamic Assessment ، Interventionist DA ، EFL Learners ، Collocation ، Mediation