the effect of dynamic assessment on vocabulary learning and retention of efl learners

Dynamic assessment rooted in sociolinguistic theory of vygotsky has a long history in applied linguistics but has recently been the hot topic of efl studies. the present study aimed at investigating the effect of dynamic assessment on vocabulary learning and retention of efl learners. 40 iranian elementary students, aged 16 and 20, participated in this study. after a pretest, dynamic assessment was administrated in the experimental group, in order to see the effect of da in both groups a posttest was administrated. after two weeks of the first posttest the second posttest was administrated to both groups to see the effect of da on vocabulary retention and the design of the study was quasi-experimental. given the lack of normal distribution of scores, it seems that covariance analysis (ancova) is necessary in order to make equal groups in pretest. the results of the study indicated a significant difference between the mean scores of experimental and control group in favor of dynamic assessment. moreover, a beneficial effect of dynamic assessment for efl learners retention was found and the effect didn’t fade away over time. this beneficial immediate and delayed effect on vocabulary learning and retention of efl learners can have useful implications for efl learners, teachers and testers.