The effect of dynamic assessment on test anxiety of EFL learners

The present study aimed at investigating the effect of dynamic assessment on EFL learners test anxiety. To this end, 40 homogeneous pre-intermediate Iranian female learners were selected through convenient sampling as the participants of the study. They were assigned into two study groups of control and experimental. The study was implemented through quasi-experimental design based on pretest–mediation-posttest model. For mediation, the interventionist sandwich format of dynamic assessment was applied. Both control and experimental groups were given the PET test and writing pretest and posttest in a non-dynamic way. After the pretest, eight sessions of mediation were implemented for the experimental group, however, the control group did not experience any kind of mediation. The data obtained from both pretest and posttest were statistically analyzed through independent-samples t-test. The results indicated that implementing dynamic assessment as a supplement procedure to standard testing improved writing ability of EFL learners. Pedagogical implications are presented for language teachers, testers, and course designers.