The purpose of this study was to investigate the impact of dynamic assessment as a processorientedmechanism on the digital classroom literacy of Iranian institute EFL teachers. Theparticipants were 168 male and female institute EFL teachers to whom the teachers' digitalclassroom literacy was studied in two groups. A truncated form of classroom checklist was alsogiven to the participants to assess their language proficiency. The participants were divided into2 groups based on the researcher’s task. 1 experimental group (84 females in group A and 84males in group B) and 1 control groups (21 females in group C and 21 males in group D). Thedynamic assessment was based on the digital literacy model adopted from Nawaz and Kundi(2010) consisting of frequency of usage of computers, internet and digital technology in EFLclassrooms. The control groups received the traditional assessment without modern technologies.The data were analyzed using one independent samples t tests, mean and the effect size. Theresults showed that the applicability of dynamic assessment considerably improved the digitalliteracy of the participants. پرونده مقاله

The study aimed to investigate the application of Digital Literacy to Lexical and grammatical accuracy of Iranian EFL learners and determine whether dynamic assessors could benefit from the literacy. Accordingly, the purpose of the present study was to investigate the ways in which young students are developing computer and information literacy (CIL) to support their capacity to participate in the digital age. Further, this study explored the mediating role of teachers’ digital literacy between educational strategy use and dynamic assessment. The participants of the study, 230 young adult-male and female EFL teachers aged between 22 to 42 years old at different language institutes in several cities of Mazandaran province, Iran, were selected based on a snowball sampling method and were delivered two questionnaires. Following a multiple case study design to addresses the characteristics, and major cases of strategy use for teachers. Therefore, the paper used qualitative methods to gather data. The major advantage of multiple case research lies in cross-case analysis and changes the focus from realizing a single case to the differences and similarities between views. Finally, the results revealed that the social practices of literacy change due to the use of digital technologies. The findings provide further attitude into understanding how to probe the purposes where they have been formed and used in conceptualizing digital literacy پرونده مقاله