A Comparative Analysis of the Perceived Effects of Interactionist and Interventionist Dynamic Assessment Models in the Improvement of Speaking Subskills Among Iranian EFL Learners

Dynamic assessment (da) offers a holistic approach to evaluation by embedding assessment within instruction. despite evidence suggesting the effectiveness of da in language classrooms, there remains a reluctance among teachers to adopt da practices. this reluctance stems from a lack of understanding of how da models impact specific learning outcomes, particularly in speaking skills. one main contributing factor is the dominance of quantitative da studies, which do not contextualize the differences between da models. with a grounded theory design, this study explored the differences between iranian efl learners’ perceived effects of interactionist and interventionist da models on speaking accuracy, fluency, and complexity. thirty undergraduate intermediate efl learners from islamic azad university, north tehran branch, were recruited through convenience sampling. each participant had received ten hours of speaking lessons with one of the da models embedded before participating in a semi-structured interview. the analysis of the participants’ perceptions and reflections revealed that both da models were well-received for improving speaking skills but had different perceived versatility on subskills. learners perceived the interactionist model as an effective teaching method that improved their speaking accuracy and complexity but reduced fluency, while the interventionist model favored fluency at the expense of grammatical accuracy and complexity.