لیلا باباپور اعظم

Dynamic Assessment (DA) is the integration of assessment and training into a single, continuous activity. This combination enhances linguistic skills by providing targeted mediation to students' needs and abilities. This mixed-methods study aimed to investigate the contribution of the two approaches of DA, namely interactionist and interventionist, to vocabulary learning among Iranian EFL learners with diverse cultural backgrounds, with a focus on learners’ attitudes. To meet the objectives, 90 male and female students aged 15-18, at the intermediate level from two language schools in Sarab, Iran, were recruited through convenience sampling. Oxford Quick Placement Test, Vocabulary Knowledge Scale, Vocabulary Test, Cultural Dimension Questionnaire, and recorded instructional sessions were used to gather the required data. The analysis of the quantitative data revealed that students in the interactionist individualism/collectivism group scored significantly higher on the vocabulary posttest than students with other cultural orientations within the same group and students in the interventionist group. Inductive thematic analysis of the qualitative data revealed that the influences of both approaches differed in terms of the degree of negotiated mediations, the development of different learning strategies, and the promotion of different preparation orientations. The findings of the study have some pedagogical implications.