Cultivating EFL learners’ productive skills by employing dynamic and non-dynamic assessments: attitude in focus

Abstract In this study, the potential impacts of dynamic assessment (DA) and non-dynamic (non-DA) on Ethiopian EFL students’ productive skills were investigated. Additionally, study examined attitudes regarding using DA in their speaking writing classes. Fifty-three intermediate learners selected convenience sampling method separated into two groups order to accomplish these goals. Next, both pretested speaking. Then, one group received instruction utilizing DA, whereas other non-DA. After 16 sessions training, posttests, also an attitude questionnaire. The results indicated that there was a significant difference between posttests favor experimental group. fact, study’s findings revealed outstripped non-DA posttests. outcomes participants held positive toward AD. It concluded classes is effective for advancing English language acquisition. implications research can persuade teachers apply teaching process.