effects of dynamic assessment through telegram on academic vocabulary learning and retention of iranian dentistry phd applicants

The effects of dynamic assessment (da) principles on enhancing academic vocabulary learning of iranian dentistry phd applicants through telegram were investigated in this study. the oxford quick placement test (oqpt) was conducted to evaluate 60 iranian dentistry phd applicants’ general english knowledge. then, 30 intermediate applicants were chosen, divided and assigned into three equal groups of control (cg), da without using telegram (dwtg), and da using telegram (dutg). initially, a pretest was taken to assess the participants’ previous academic knowledge of vocabulary in the field of dentistry. the research was conducted in 10 sessions of two hours and 25 words, in each session, were presented to the three groups of the study utilizing narrow reading techniques involving repeated readings from thematically relevant short texts. after completing the treatment, they were tested to assess their vocabulary improvement. then, they were tested again after two weeks to assess their vocabulary retention. the findings indicated that the participants in the experimental groups demonstrated significantly better performance, and the participants who learned vocabulary by telegram significantly exceeded the ones who learned without telegram on the posttest. the same findings were also obtained for the delayed posttest.