Concurrent Group-dynamic Assessment of Intermediate EFL Learners’ Receptive and Productive Vocabulary Size

Although research studies on dynamic assessment (DA) yielded promising results to the field of language teaching, scant attention has been paid examining effectiveness group (G-DA) in relation vocabulary development. To this effect, present mixed-methods study was designed inspect potential concurrent G-DA enlarging receptive and productive size 56 Iranian intermediate EFL learners. The used two modalities: control group, which taught selected lexical items through traditional procedures such as using word lists; experimental offered group-based supportive prompts for doing exercises within framework. a series independent-samples t-tests indicated significant effect enhancing qualitative data underscored role mediation increasing learners’ motivation increase uptake framework maintaining their positive attitude toward G-DA.