Abstract In Iran, most English teachers’ method of teaching writing is merely to have students do some writing exercises or simply to give them writing tests without any instruction, but writing is not an easy task for students, and teachers should be able to do more to facilitate their students’ writing. One of the ways to aid writing is dynamic assessment via graduated prompt. The graduated p...

Abstract In Iran, most English teachers’ method of teaching writing is merely to have students do some writing exercises or simply to give them writing tests without any instruction, but writing is not an easy task for students, and teachers should be able to do more to facilitate their students’ writing. One of the ways to aid writing is dynamic assessment via graduated prompt. The graduated p...

Background: Predicated on Vygotsky’s zone of proximal development (ZPD), dynamic assessment (DA) integrates teaching with assessment in a single activity by providing mediation to help learners perform beyond their independent functioning and simultaneously promote learner development. It advantages over traditional psychometric tests in that DA can not only reveal the learners’ actual level of...

The intention of the present paper is to seek whether gender has any impact on the effectiveness of applying Guthke's Lerntest approach in reading comprehension. For this purpose, after selecting 60 intermediate EFL learners, they were arbitrarily categorized to four clusters of males and females, two experimental and two control groups, each consisting of 15 male and 15 female learners. Both c...

The intention of the present paper is to seek whether gender has any impact on the effectiveness of applying Guthke's Lerntest approach in reading comprehension. For this purpose, after selecting 60 intermediate EFL learners, they were arbitrarily categorized to four clusters of males and females, two experimental and two control groups, each consisting of 15 male and 15 female learners. Both c...

Let G be a graph with p vertices and q edges and A = {0, 1, 2, . . . , [q/2]}. A vertex labeling f : V (G) → A induces an edge labeling f∗ defined by f∗(uv) = f(u) + f(v) for all edges uv. For a ∈ A, let vf (a) be the number of vertices v with f(v) = a. A graph G is said to be vertex equitable if there exists a vertex labeling f such that for all a and b in A, |vf (a) − vf (b)| ≤ 1 and the indu...