Interventionist vs. interactionist models of dynamic assessment (DA) in the EFL classroom: impacts on speaking accuracy and fluency (SAF), foreign language classroom anxiety (FLCA), and foreign language learning motivation (FLLM)

Abstract In spite of their pivotal role in language learning, psychological variables involved learning have received less attention empirical research. Therefore, this paper tried to inspect the effects interventionist DA, interactionist and non-DA on EFL students’ SAF, FLCA, FLLM. To achieve goal, 78 respondents were chosen randomly separated into three groups: EG1 (interactionist DA), EG2 (interventionist CG (non-DA). Before starting treatment, participants’ FLCM checked through related pretests. As students given specific topics, they asked discuss them without any DA-oriented interventions. The was evaluated provided with needed help by interaction-oriented DA techniques, whereas trained instruction following Lantolf Poehner’s ( Language Teaching Research 15: 11–33, 2011) scales measure aid speaking ability discussions. At end study, post-tests FLLM administered check impacts treatment. Analyzing data one-way ANOVA tests, it revealed two models (i.e., interventionist) had a significant positive effect learners’ SAF. Moreover, that both not only increased motivation but also lowered FLCA. This research has multiple implications for learners teachers.