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Estaji, Masoomeh; Farahanynia, Mahsa – Educational Assessment, 2019
The present study aimed to investigate the effect of two major approaches of Dynamic Assessment, namely, interventionist and interactionist approaches, on learners' oral narrative performance and anxiety. To this end, 34 Iranian EFL learners were assigned to an Interactionist Group (InA.G) and Interventionist Group (InV.G). Initially, both groups…
Descriptors: Alternative Assessment, English (Second Language), Second Language Learning, Foreign Countries