The comparative effect of group dynamic assessment (GDA) and computerized dynamic assessment (C-DA) on Iranian upper-intermediate EFL learners’ speaking complexity, accuracy, and fluency (CAF)

Abstract This study attempted to check the impact of two dynamic assessment (DA) models on speaking CAF. DA, as opposed static assessment, is conceived an interactive approach that integrates teaching and testing into a unified instructional engagement. To achieve goals this research, convenience sample 90 upper-intermediate male EFL learners were randomly assigned GDA, C-DA, non-DA control group participated in study. Before carrying out treatment, pretest was administered all three groups their CAF scores collected. Following that, treatment using aforementioned DA conventional completed 16 sessions. post-test given at end Data analysis ANOVA showed C-DA G-DA could significantly increase than instruction with being better G-DA. The results research propose implementing especially by teachers, can enhance L2 learners.