A Comparative Study of University and Private Language Institute EFL Teachers' Familiarity with and Classroom Practicality Perceptions of Dynamic Assessment

The widespread prevalence of dynamic tools to assess English language achievement has led burgeoning research on exploring different aspects teachers' beliefs toward Dynamic Assessment (DA). In the educational system Iran, experts and researchers who have undergone second education may verify that there is very little, if any, attention given perceptions held by instructors teachers regarding an attempt remedy this gap, current study aimed investigate familiarity with DA Iranian EFL working in two settings (e.g., institutes universities). also set out explore attitudes practicality settings. To address questions, a sequential explanatory mixed methods design was employed. instruments comprised questionnaire Email interview 12 ELT assessment order their interpretations findings. results t-tests showed no significant difference between groups terms contexts. addition, content analysis data revealed experts' primary arguments for insignificant variables related fact remained at theoretical level, lack teacher training strict rules Iran's which prohibit from applying principles procedures classes. implications findings education, materials development as well program administrators, teachers, learners will be discussed.