doi: 10.14744/alrj.2018.36844 ALR Journal 2018;2(3):58–66 Applied Linguistics Research Journal The Efect of Interventionist Classroom vs. MALL Dynamic Assessment on EFL Learners’ Vocabulary Learning Original Research 1. Introduction In an instructive setting, assessment is the way toward describing, gathering, scoring, and translating data about learning. According to Brown (2010, p.346), “assessment is an ongoing process of collecting data about a given object of interest according to procedures that are systematic and substantively grounded.” Nowadays, researchers are recommended to use multiple assessments to evaluate what learners have learned. Dynamic assessment (DA) is a kind of interactive assessment used most frequently in education. DA is a relatively new approach to L2 ABSTRACT At the level of research, assessment and instruction have evolved/ developed as separate specializations with their own conventions and techniques, e.g., expert diaries and gatherings (Pohner 2005). One of the areas which recently have been advancing more dynamically in applied linguistics is MALL. It has been considered a means of developing various language skills and sub-skills (Marandi, 2011). Therefore, the present study tried to merge these two important issues by exploring the efect of interventionist classroom dynamic assessment and MALL on EFL learners’ vocabulary learning. For this purpose, initially, a PET (2015) was administered to 130 EFL students, 90 of whose scores were between one standard deviation above and below the mean score. First, vocabulary knowledge test was administered as a pre-test to check students’ vocabulary knowledge. The participants were then divided into two experimental and one control groups, each experimental group received treatment in a specifc type of classroom setting and MALL. In the control group, the participants learnt 40 lexical items/words in a traditional manner, whereas in the classroom dynamic assessment and MALL dynamic assessment groups, the participants received DA strategies feedback on 3 vocabulary tests throughout the semester, however, the way they were treated in these two groups varied. After the treatment, VKS was administered as the posttest. The results of a repeated-measures two-way ANOVA showed that there was a signifcant improvement in all the three groups. More specifcally, the fndings showed that although the classroom dynamic assessment group outperformed the other two groups in the posttest, the diference was signifcant only between the classroom dynamic assessment and control group. Conclusions and pedagogical implications are discussed towards the end of the paper. Keywords: Dynamic assessment; interventionist; MALL; vocabulary learning. Corresponding Author: Amir Marzban; Department of English, University of Islamic Azad, Qaemshahr Branch, Qaemshahr, Iran Phone: +09126134950 e-mail: marzban2006@yahoo.com Article citation: Marzban, A. & Nafarzadehnafari, F. (2018). The efect of interventionist classroom vs. MALL dynamic assessment on EFL learners’ vocabulary learning, Applied Linguisics Research Journal, 2(3): 58–66. Received Date: 07 November 2018 Accepted Date: 23 November 2018 Online Date: 21 December 2018 Publisher: Kare Publishing ©2018 Applied Linguistics Research Journal E-ISSN: 2651-2629 Department of English, University of Islamic Azad, Qaemshahr Branch, Qaemshahr, Iran Amir Marzban Fatemeh Nafarzadehnafari