English Department, Faculty of Humanities, Najafabad Branch, Islamic Azad University, Najafabad, Iran (firstname.lastname@example.org)
English Department, Faculty of Humanities, Najafabad Branch, Islamic Azad University, Najafabad, Iran (email@example.com)
This study is an attempt to provide an understanding of insiders’ perspectives, EFL learners and teachers, about the process and practicality of dynamic assessment in the educational setting of Iran. Regarding these aims in mind, the participants, 25 EFL teachers, were required to fill out two questionnaires. Forty-five EFL learners were also asked to answer to a survey questionnaire, after a process of DA interventionist model while participants were instructed to write an essay. The results revealed that student participants had positive opinions towards DA in the language classrooms, though their views were not strongly positive. The analyzed teachers’ questionnaire data indicated that teachers mostly believed that the DA practicality in Iranian English classroom was low. Implications and suggestions for further research were also offered.
Keywords: dynamic assessment; Zone of Proximal Development; interventionist approach; mediation; insider perspectives