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108 ta ish

Ish: Comparing the effects of computerized formative assessment vs. computerized dynamic assessment on developing EFL learners’ reading motivation, reading self-concept, autonomy, and self-regulation

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  17. The Effects of Computerized Dynamic Assessment on Promoting At-Risk Advanced Iranian EFL Students’ Reading Skills

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  19. The Impact of Computerized Dynamic Assessment on Iranian EFL Learners' Interlanguage Pragmatic Development

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  23. The Effect of Interactionist vs. Interventionist Models of Dynamic Assessment on L2 Learners’ Pragmatic Comprehension Accuracy and Speed

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  24. 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)

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