This study aimed to investigate the dynamic assessment of writing proficiency in Iranian English learnersˊwriting ability in transcendence tasks based on Vygotskian perspective. The questions which this research intended to answer were: 1) Does dynamic assessment affect Iranian English learners' writing ability? 2) Do the results of dynamic Assessment differ from the results of a non -dynamic assessment? 3) If learners progress, are they able to maintain their improved performance in the transcendence tasks when the assessment context changes? To answer the questions, 60 learners were selected following an Oxford Placement Test, and then randomly divided into two groups, experimental and control. The experimental group received dynamic assessment based instruction while control group received a non-dynamic writing instruction. After eight sessions, both groups were post tested and underwent a static and a dynamic assessment. The results indicated the outperformance of the experimental group over the control one. After two weeks, the experimental group undertook two transcendence tasks in order to trace their growing proficiency in more difficult and to increase innovative tasks. Moreover, upon analyzing the protocols, an inventory of meditational moves was detected as a posterior. As the result, the study suggests the use of dynamic assessment as a development-oriented procedure to diagnose and develop the learnersˊemerging abilities.
This study aims to investigate whether enhancing input through author’s biography affect Iranian EFL learners’ reading comprehension ability across gender or not. To answer, a proficiency test of OPT was administered to a total of 120 male and female learners. Then 60 homogenous subjects, with the same English proficiency, were selected. The 60 participants were assigned into 4 groups randomly i.e. experimental male, experimental female, control male, control female. The study includes a pre-posttest design with 4 groups. The female and male experimental groups went through the treatment and finally the four groups were given a posttest. Finally, descriptive and inferential statistics (A paired- samples t-test and a two-way ANOVA) were applied to analyze the statistical data. The findings indicated that input enhancement through author’s biography does affect Iranian EFL learners’ reading comprehension ability and male participants outperformed female participants.
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