The Effect of Interventionist and Interactionist Computerized Dynamic Assessment on Iranian Intermediate EFL Learners’ Learning of Collocations[Latin Thesis]

Saeedeh Abdollahi Saryazdi

One of the main difficulties of English as a Foreign Language (EFL) learners is their lack of familiarity with collocations used in target language situations. The present study was an attempt to contribute to L2 collocation studies by researching the likely effects of interventionist and interactionist dynamic assessment on learning collocations in virtual classes among intermediate EFL learners. To this end, a quasi-experimental study was designed in which the participants were 90 EFL female language learners at the intermediate level who were selected based on availability. They were homogenized in terms of collocational knowledge using DIALANG. The participants were then randomly assigned to three homogenous groups namely, Interactionist Dynamic Assessment (DA), Interventionist DA, and Non-DA (the control) groups. The thirty participants in each group went through the procedure of pretest, treatment, and posttest. For analysis purposes, the mean scores of the posttest of the three groups were compared using a one-way ANOVA to test the null hypothesis of the study. The findings revealed that both interactionist and interventionist types of DA were effective in teaching English collocations to Iranian EFL learners. However, no significant difference was found between these two dynamic assessment types. The findings have implications for teacher and material developer. Keywords: dynamic assessment, types of dynamic assessment, intermediate EFL learners, English collocations