The Effect of Dynamic Assessment on Elementary EFL Students’ L2 Grammar Learning

Abstract

This study was an attempt to investigate the effect of dynamic assessment on elementary EFL (English as a foreign language) students’ grammar learning. To this end, forty six male adult elementary EFL learners in two groups, namely the experimental and control groups, participated in the study. The participants were chosen based on intact group sampling. Their homogeneity was also checked by Cambridge Michigan Test. The participants’ initial knowledge of the target grammatical items (prepositions of time and place) was checked by the grammar pre-test. Then, while the experimental group underwent their specific treatment in the form of dynamic assessment for ten sessions, the control group experienced their routine classroom activates. At the end of the treatment sessions, both groups took a grammar post-test. The results of an independent sample t-test suggested that dynamic assessment has a significant effect on elementary EFL learners' learning of prepositions of time and place and the impact was high.