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.
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Open Access This article is distributed under the terms of the Creative Commons Attribution 2.0 International License ( https://creativecommons.org/licenses/by/2.0 ), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
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Ajideh, P., Nourdad, N. The Effect of Dynamic Assessment on EFL Reading Comprehension in Different Proficiency Levels. Language Testing in Asia 2, 101 (2012). https://doi.org/10.1186/2229-0443-2-4-101
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DOI: https://doi.org/10.1186/2229-0443-2-4-101