The current study set out to investigate the effect of dynamic assessment (DA) on the speaking accuracy and fluency of pre-intermediate English as a foreign language (EFL) learners. In contrast to static assessment, DA is conceptualized as an interactive approach towards assessment which combines teaching and testing in a unitary instructional intervention. To address the objectives of the present study, initially Preliminary English Test (PET) was given to 93 learners and 62 learners whose scores fell within ± one standard deviation from the mean were selected. The 62 selected learners were divided into an experimental and a control group. Prior to the administration of the treatment, both groups were given a speaking pretest and their fluency and accuracy scores were calculated. Following that, the dynamic assessment group received treatment for grammar and vocabulary in line with an established framework in the literature in which a stepwise mediation from the most implicit to the most explicit feedback shapes the foundation of DA. As for the control group, the participants received the same content in terms of vocabulary and grammar but there was no step-wise mediation. At the end of the treatment, both groups were given a speaking posttest and the scores were used to address the research questions. Moreover, five of the participants in the ABOUT THE AUTHORS Maryam Safdari holds a master's degree in Applied Linguistics from

Most research studies show the focus of EFL courses in the Iranian educational context is on speaking in private language schools and on grammar, reading and vocabulary in state schools. Consequently, more research regarding writing is required in the Iranian EFL context. The present study sets out to investigate the effects of input enhancement and input flooding of the present simple and continuous tenses on Iranian EFL learners' writing. Moreover, the study examined learners' perceptions of the efficacy of the two input types for improving writing. The participants were 60 EFL learners in three groups of 20. In experimental group one, present simple and continuous tenses in texts were enhanced via underlining, boldfacing, italicization, capitalization, colour coding and using different font sizes. In experimental group two, learners received flooded materials via increasing the frequency of tenses. The control group was exposed to the same texts; however, the texts were neither enhanced nor flooded. After the treatment, the three groups received the writing posttest. To explore learners' perceptions towards the efficacy of input types for improving their writing, five participants in each experimental group were interviewed. The results indicated that both input enhancement and input flooding positively affected learners' writing.