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Language Teaching Research Quarterly

European Journal of Studies in Management and Business

International Journal of Behavior Studies in Organizations

Studies in Educational Management

New Challenges in Accounting and Finance

Language Testing in Focus: An International Journal

Marketing and Branding Research

Individual Differences in Language Education: An International Journal 

Feedback Research in Second Language 

Management Issues in Healthcare System

Language Teacher Education Research

Artificial Intelligence Knowledge Development

<p style="text-align:justify;">EFL learners often have problems to speak properly in English. As the&nbsp;purpose of teaching speaking is to improve the learners’ oral production,&nbsp;language teaching should maximize language use in the classrooms (Haozhang,&nbsp;1997), which is achieved through implementing proper teaching techniques to&nbsp;require learners to learn and practice the language in EFL classes actively.&nbsp;Jeltova et al. (2007) know dynamic assessment (DA) as a process-oriented type&nbsp;of assessment which necessitates teachers and learners to interact while&nbsp;learners are provided with mediations based on their ZPDs. This makes DA&nbsp;potentially ideal for evaluating and scaffolding learners to expand their oral&nbsp;skills which are interactive (Son &amp; Kim, 2017). The present study&nbsp;exploiting a quantitative approach, studied the effects of the Interactionist&nbsp;DA on developing learners’ oral production while they interacted to perform&nbsp;language tasks. An experimental and a control group were selected, taught, and&nbsp;tape-recorded based on the techniques of the interactionist DA and the&nbsp;traditional methods, respectively. After transcribing and analyzing the data,&nbsp;the findings revealed significant development in the oral production and&nbsp;performance of the experimental group.</p>

Classroom Dynamic Assessment of EFL Learners’ Oral Production: A Case of Female Intermediate Learners

Original Research 

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