The effect of interventionist dynamic assessment on Iranian EFL learners’ vocabulary learning and retention: a sociocultural inquiry
Abstract Traditional approaches to language assessment have been criticized for their inadequacy in taking account of language learners’ potential for development. To obviate this pitfall in traditional assessment, language teachers and researchers have been paying increasing attention to dynamic as...
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| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
SpringerOpen
2025-01-01
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| Series: | Language Testing in Asia |
| Subjects: | |
| Online Access: | https://doi.org/10.1186/s40468-024-00337-6 |
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