Open Access

The Effect of Dynamic Assessment on EFL Reading Comprehension in Different Proficiency Levels

  • Parviz Ajideh1 and
  • Nava Nourdad2
Language Testing in Asia20122:101

https://doi.org/10.1186/2229-0443-2-4-101

Published: 15 October 2012

Abstract

The present study aimed at investigating the effect of dynamic assessment on EFL learners' reading comprehension in different proficiency levels. 197 Iranian university students participated in six groups of this study. The design of the research was quasi-experimental. The results of MANOVA test revealed that while dynamic assessment had improving immediate and delayed effect on reading comprehension of learners in all proficiency levels the proficiency groups did not differ significantly in their taking advantage of this kind of assessment.

Keywords

Dynamic assessment Non-dynamic assessment Sociocultural theory Zone of proximal development Reading comprehension ability

Declarations

Authors’ Affiliations

(1)
University of Tabriz
(2)

Copyright

© Language Testing in Asia 2012