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چکیده
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Dynamic assessment (DA) is believed to have potentiality to affect EFL learners’ foreign language development; however, different forms of DA might have varying types and size of wash back effects on development of foreign language skills and components. So far, it seems few or even no studies have compared the effects of interactionist and interventionist models of DA on the grammar learning of Iranian EFL learners; moreover, whether or not these procedures can have different impacts on the learners in the two differing educational contexts of official high schools and private language schools has received scant attention. Against this backdrop in this study, 96 intermediate EFL learners from a high school and a language institute situated in Borujerd were randomly put into three groups. Two groups were assigned as experimental groups A and B, and the third group was considered as the control group or C. During 12 treatment sessions of grammar teaching, group A participants were assessed through interactionist DA procedure, group B received interventionist DA type, and group C was assessed through conventional paper and pencil multiple choice traditional procedure. A One-Way and a Two -way ANOVA were run to compare the performance of experimental and control groups in the two sites. The results of the study showed that DA can be a good complementary procedure for static traditional assessments which are widely used in most contexts of EFL learning. Furthermore, the results showed that both interactionist and interventionist DA had statistically significant effects on grammar learning of EFL learners. Results also indicated that interactionist DA is more effective in language institutes with limited number of learners while interventionist approach was of superior effect in high school classes with larger number of learners.
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