The academic discourse surrounding Dynamic Assessment (DA) acknowledges its significance within the realm of language testing, yet expresses reservations regarding its practicability when applied to larger groups of individuals. The aforementioned limitation of dynamic
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The academic discourse surrounding Dynamic Assessment (DA) acknowledges its significance within the realm of language testing, yet expresses reservations regarding its practicability when applied to larger groups of individuals. The aforementioned limitation of dynamic assessment has prompted the utilization of Online Group Dynamic Assessment (GDA). Regarding the role of GDA and English as a Foreign Language (EFL) learners’ problems with grammar learning, the present study attempted to investigate the effect of GDA on EFL learners’ grammar achievement. To this end, 70 students participated in this experimental research and were given the Oxford Placement Test (OPT). As a result, a total of 52 participants were chosen through a selection process involving the OPT with subsequent random assignment to both the experimental and control groups. Subsequently, a grammar test was administered as a pretest for both groups. The former were taught through online GDA through Adobe Custom while the latter had their own conventional method of explicit instruction. After 10 sessions of treatment instructions, both groups sat for the grammar posttest, parallel to the pretest. The application of the independent samples t-test revealed that there were significant differences in the post-test grammar achievement between the participants in the experimental group and the control group. Specifically, the individuals in the experimental group exhibited superior performance compared to their counterparts in the control group. The results of this study can shed light on the effectiveness of GDA, in grammar achievement among Iranian learners. In line with these findings, some implications for language stakeholders were provided.
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