Abstract
This study was an attempt to investigate the role of dynamic assessment (DA) in the vocabulary learning of EFL learners. To achieve this goal, 50 EFL learners at the intermediate level of proficiency were selected as the sample of the study. The pretest-mediation-posttest design (sandwich model of DA) was used in the study. The participants were assigned to two groups. One of the groups serving as an experimental group received mediation after pre-test. The second group serving as a control group received no mediation. Analysis of data showed that the experimental group outperformed the control group and this difference was significant. In other words, incorporation of DA as a supplementary procedure to standard testing has positive effect on both test performance and vocabulary learning of learners.
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