Abstract
This study aims to find out the effectiveness of DynED on the secondary school English as a foreign language (EFL) students’ attitude towards English, their language anxiety, and language achievement. In doing this, scales and achievement test (n=119) were administered to secondary school EFL learners through employing an experimental/control group design. While the experimental group used DynED actively, the control group received regular in-class English instruction. The statistical analyses showed that there was no significant difference in students' attitudes, language anxiety, and language achievement between the control and experimental groups. Also, it was found out that the students' anxiety, attitude, and achievement did not vary significantly in relation to their gender and grade level. Therefore, synthesizing the literature on extramural English and third-space, this study has also offered practical suggestions for curriculum developers and teachers to promote DynED use for language learning/teaching.
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