The effects of interactionist versus interventionist dynamic assessment models on Iranian EFL learners’ speaking sub-skills: a mixed-method study
Abstract Dynamic assessment has been proven to effectively promote EFL learners' speaking proficiency, but its implementation in teaching speaking skills has been limited. One of the main reasons is that, thus far, very few studies have scrutinized the impacts of its two main models, interactio...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
SpringerOpen
2024-04-01
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| Series: | Asian-Pacific Journal of Second and Foreign Language Education |
| Subjects: | |
| Online Access: | https://doi.org/10.1186/s40862-023-00237-x |