Promoting EFL Learners' Reading Comprehension Skills through Dynamic Assessment Using Guthke's Lerntest Approach

Document Type : Research Paper


Department of English, Najafabad Branch, Islamic Azad University, Najafabad, Iran


The current study was intended to investigate the impact of Dynamic Assessment (DA) on promoting reading comprehension ability of Iranian male and female EFL learners, focusing on Guthke's Lerntest approach. In this study, the researcher used DA which unifies instruction with assessment to provide learners with mediation to promote their hidden potential during assessment. In this action research project, Guthke's Lerntest approach was used to develop the reading comprehension skill classes that integrated mediation with assessment to support 60 Iranian EFL learners' reading skill. The Guthke's lerntest approach and the mediation design are presented in detail in this article. The participants' reading scores are presented to show the effect of Guthke's Lerntest approach on promoting Iranian EFL learners' reading performance. In addition, the participants' pre and post-test scores were compared to determine whether the participants revealed significant progress after receiving Guthke's Lerntest approach in reading comprehension setting. The findings showed that participants of experimental group significantly outperformed the one in the static way. In conclusion, the results of the study revealed that employing the Guthke's Lerntest approach can offer a new condition to enhance the EFL learners' reading comprehension ability and that doing research in this field can be beneficial for EFL learners, English instructors and other researchers in other fields. 


Ableeva, R. (2007). Assessing listening for development. In R. Alanen and S.  Poyhonen (Eds.), Language in action. Vygotsky and Leontievian legacy today,352-379.CambridgScholarsPublishing.    
Ableeva, R. (2008).The effects of dynamic assessment on L2 listening comprehension In J. P. Lantolf and M. Poehner (Eds.) , socio-cultural theory and the teaching of second language, 57-86. London: Equinox Press.
Ableeva, R. (2010). Dynamic assessment of listening comprehension in secolanguage learning (Doctoral dissertation, Pennsylvania State University, 2010). 3436042
Ajideh, P., & Nourdad, N. (2012). The immediate and delayed Effect of dynamic assessment on EFL reading ability. English Language Teaching Journal, 12,      (5), 141-151.
Ajideh, P., & Nourdad, N. (2013). Dynamic assessment revealing individual differences in EFL reading comprehension ability. International J. Soc. Sci. & Education, 3, (2), 340-350.
Aljaafreh, A., & Lantolf, J. P. (1994). Negative feedback as regulation and second sdlanguage learning in the zone of proximal development. The Modern Language sdJournal, 78, 465-483.
Anton, M. (2009). Dynamic assessment of advanced second language learners. Foreign Language Annals 42(3), 576-598.
Budoff,M.(1974) . learning potential and educability among the educable mentally retarded (Final Report Project No.312312) ). Cambridge, MA: Research Institute for Educational Problems, Cambridge Mental Health Association .
Birjandi, P., Daftarifard, P., & Lange, R. (2011). The effects of dynamic assessment on Rasch item and person hierarchies in second language testing. International Journal of  item and person hierarchies in second language testing. International Journal of Language Studies, 5, 125-140. 
Birjandi, P, (2012). Dynamic assessment (DA): An evolution of the current trends in language testing and assessment. Theory and Practice in Language Studies, 2(4),  747-753.Brown, A., & Campione, J. (1984). Three faces of transfer: Implications for early  competence, individual differences, and instruction. In M. E. Lamb, A. Brown & B. Rogoff (Eds.), Advances in developmental psychology, 3, 143-192.             
Brown, A. L., Campione, J. C., & Day, J. D. (1981). Learning to learn: On training students to learn from texts. Educational Researcher, 10(2), 14-21.             
Brown, A. L., & Ferrara, R. A. (1985). Diagnosing zone of proximal development. In J.Wretsch (Ed.), Culture, communication and cognition: A Vygotskian perspective, 35-52. Cambridge, MA: Cambridge University Press.              
Campione, J. C., & Brown, A. L. (1987). Linking dynamic assessment with school achievement. In C. S. Lidz (Ed.), Dynamic assessment: An interactional approach to evaluating learning potential, 82-115. New York, NY: Guilford.    
Kozulin, A. & E. Garb. (2002). Dynamic assessment of EFL text comprehension of  risk students. School Psychology International, 23, 112-127. 
Lantolf, J. (2000). Introducing sociocultural theory. In J. P. Lantolf (Ed.), Sociocultural theory and second language learning, 1-26. Oxford: OxfordUniversityPress.               
Lantolf, J. P., & Poehner, M. E. (2004). Dynamic assessment of L2 development: bringing the past into the future. Journal of Applied Linguistics, 1(2): 49-72.                                   
Lantolf J. P., & Poehner M. E. (2008). Sociocultural theory and the teaching of  second languages, London, Equinox.
Lantolf, J.P., & Poehner, M.E. (2011). Dynamic assessment in the classroom  Vygotskian praxis for second language development, Language Teaching Research, 15, 11-33.          
Lidz, C.S., & Gindis, B. (2003). Dynamic assessment of the evolving cognitive  functions in children. In A. Kozulin, B. Gindis, V.S. Ageyev, & S.M. Miller (Eds.). Vygotsky’s educational theory in cultural context. Cambridge: Cambridge University Press.