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چکیده
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The present study aimed at investigating the effects of dynamic assessment (DA), computerized-dynamic assessment (CDA) and non-dynamic assessment (NDA) on EFL learners’ reading comprehension ability. Moreover, this study aimed at identifying EFL students’ attitudes toward DA, CDA and NDA procedures. To this end, 90 female EFL learners studying at a secondary school, in Hamadan, were first conveniently sampled and were homogenized through a sample of PET. Sixty secondary school students (9th graders) within age range of 14 to 15 were selected for the study and equally assigned into three groups (i.e., two experimental groups; DA, and CDA, and a control group; NDA). The reading section of PET was administered as the pretest of the study. The experimental groups received DA and CDA procedures, whereas the control group received NDA procedure. At the end of the study, a parallel reading section of PET test was administered to the three groups of the study as their posttest. Moreover, in order to identify the EFL students’ attitude towards the three aforementioned assessment procedures, a structured interview in three different modes was adopted from Student Attitude Survey by Nirmolakhandan (2007) and all of participants were interviewed by the researcher. The results of two separate Paired t-tests revealed that: a) DA had a significant effect on the reading comprehension of EFL students, and b) CDA had a significant effect on the reading comprehension of EFL students. Furthermore, the results of one way ANOVA and Scheffe post hoc test revealed that: a) DA and CDA Groups performed significantly differently from the NDA Group, and b) DA and CDA Groups did perform significantly differently from each other; subjects in CDA Group outperformed the subjects in the DA Group with regard to their improvement in their reading comprehension. Moreover, the results of frequency analyses indicated that: a) EFL students in DA group had positive attitude towards DA procedure, b) EFL st
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