the effect of interventional and interactional dynamic assessment on iranian intermediate efl learners’ reading comprehension

Reading is necessary for academic achievement and is an important skill for successful functioning as a competent person .achieving a high level of ability in reading comprehension is a goal to many learners. they want to be able to read for information and pleasure, for their occupations, and for study goals. in fact, in most efl contexts, reading ability in target language is all that students ever wish to acquire. the present study aimed to investigate the effects of interventional and interactional dynamic assessment on iranian efl learners’ reading comprehension. to this end, 36 participants were selected among 75 efl learners. the participants were selected according to a placement test. they were assigned into three groups: one group was taught according to interventional dynamic assessment principles (i.e. experimental 1), one group was taught according to interactional dynamic assessment instruction (i.e. experimental 2), and one group was taught in non-dynamic assessment way which was control group. each group consisted of 12 language learners. the select readings book was taught as the materials of the study. the treatment period took two months. the results of data analysis, done through anova, paired and independent samples t-tests showed that the hypothesis was rejected, and it was claimed that interventionist and interactional dynamic assessment might be effective in teaching reading comprehension to iranian efl learners.