Article in Language Teaching Research Quarterly · July 2020 doi: 10. 32038/ltrq

www.EUROKD.COM  
 
Haozhang, X. (1997). Tape Recorders, Role Plays, and Turn-Taking in Large EFL Listening and Speaking Classes. 
China, 35(3), 33.
Iwashita, N., McNamara, T., & Elder, C. (2001). Can We Predict Task Difficulty in an Oral Proficiency Test? 
Exploring the Potential of an Information-processing Approach to Task Design. Language Learning, 51(3), 
401-436. 
Jeltova, I., Birney, D., Fredine, N., Jarvin, L., Sternberg, R., & Grigorenko, E. L. (2007). Dynamic Assessment as a 
Process-oriented Assessment in Educational Settings. Advances in Speech-Language Pathology, 9(4), 273-
285. 
Johnson, K. (1996). Language Teaching and Skill Learning. Oxford: Blackwell. 
Khoshsima, H., & Farokhipours, S. (2016). The Role of Different Models of Dynamic Assessment on Promoting 
Speaking. International Journal of Humanities and Cultural Studies ISSN 2356-5926, 2(4), 586-600. 
Lazarton, A. (2001). Teaching oral skills. In M. Celce-Murcia, Teaching English as a second or foreign language 
(pp. 103-115). Boston, MA: Heinle & Heinle. 
Lennon, P. (1990). Investigating Fluency in EFL: A quantitative approach. Language Learning, 40(3), 387-417. 
Leung, C. (2007). Dynamic Assessment: Assessment for and as Teaching? Language Assessment Quarterly, 4(3), 
257-287. 
Minick, N. (1987). Implications of Vygotsky’s Theories for Dynamic Assessment. In C. S. Lidz, Dynamic 
Assessment: An Interactive Approach to Evaluating Learning Potential (pp. 116-140). New York: The 
Guilford Press. 
Nakatani, Y. (2010). Identifying Strategies that Facilitate EFL Learners’ Oral Communication: A Classroom Study 
Using Multiple Data Collection Procedures. The Modern Language Journal, 94(1), 116-136. 
Orikasa, M. (2010). Interactionist Dynamic Assessment in L2 Learning: A Case Study of Tutoring L2 English Oral 
Communication. Retrieved from http://scholarspace.manoa.hawaii.edu/handle/10125/20258 
Philp, J., Oliver, R., & Mackey, A. (2006). The Impact of Planning Time on Children’s Task-based Interactions. 
System, 34(4), 547-565. 
Pica, T., Holliday, L., Lewis, N., & Morgenthaler, L. (1989). Coprehensible Output as an Outcome of Linguistic 
Demands on the Learner. Studies in Second Language Aquisition, 11(1), 63-90. 
Poehner, M. E. (2007). Beyond the Test: L2 Dynamic Assessment and the Transcendence of Mediated Learning. 
The Modern Language Journal, 91(3), 323-340. 
Poehner, M. E. (2008). Dynamic Assessment: A Vigotskian approach to understanding and promoting second 
language development. Berlin: Springer Publishing.
Poehner, M. E., & Lantolf, J. P. (2003). Dynamic assessment ofL2 development: Bringing the past into the future 
(CALPER Working Papers Series, No. 1). The Pennsylvania StateUniversity, Center for Advanced 
Language Profciency, Education and Research.
Poehner, M. E., & Lantolf, J. P. (2005). Dynamic Assessment in Language Classroom. Language Teaching 
Research, 9(3), 233-265. 
Robinson, P. (2001). Task Complexity, Cognitive Resources, and Second Language Syllabus Design. In P. 
Robinson, Congnition and Second Language Instruction. New York: Cambridge University Press. 
Shahbazi Tochahi, E., & Rahmani Sangani, H. (2015). The Impact of Interactionist Mediation Phase of Dynamic 
Assessment as a Testing Tool to Deviate Anxious Learners towards. Procedia - Social and Behavioral 
Sciences 192, 460-466. 
Son, G., & Kim, S. (2017). The Potentials of Dynamic Assessment for the Development of English Speaking 
Performance: A microgenetic analysis.
Tzuriel, D. (2001). Dynamic Assessment of Young Children. New York: Kluwer Academic/Plenum Press. 
Underwood, M. (1999). Effective Class Management. London: Longman. 

---

Hamid Bahador, Marzieh Hatami Mofrad 97 
Vygotsky, L. (1986). Thought and Language. Cambridge : MA:Press.
Wertsch, J. V. (1985). Vygotsky and the Social Formation of Mind. Cambridge: Harvard University Press. 
Willis, J. (1996). A Framework for Task-based Learning. London: Pearson P T R.