1. Ahmadpour, L. & Asadollahfam, H. (2018). The effects of dynamic assessment and gender on EFL learners' oral narrative task performance. International Journal of Language Testing and Assessment, 1(1), 12-24. [
DOI:10.24815/ijolta.v1i1.9773]
2. Crick, R. D., & Yu, G. (2008). Assessing learning dispositions: Is the effective lifelong learning inventory valid and reliable as a measurement tool? Educational Research, 50(4), 387-402. [
DOI:10.1080/00131880802499886]
3. Gunobgunob-Mirasol, R. (2019). Vocabulary Size, Reading Motivation, Reading Attitudes and Reading Comprehension Performance among Filipino College Learners of English. International Journal of Evaluation and Research in Education, 8(1), 64-70. [
DOI:10.11591/ijere.v8i1.15335]
4. Guthrie, J. T., & Wigfield, A. (2000). Engagement and motivation in reading. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, and R. Barr (Eds.), Handbook of Reading Research. (Vol. III, pp. 403-22). Mahwah, NJ: Lawrence Erlbaum Associates.
5. Kozulin, A. (2003). Psychological tools and mediated learning. In A. Kozulin, B. Gindis, V. S. Ageyev, & S. M. Miller (Eds.), Vygotsky's educational theory in cultural context (pp. 15-38). New York: Cambridge University Press. [
DOI:10.1017/CBO9780511840975.003]
6. Lantolf, J. Sociocultural Theory and Second and Foreign Language Learning: An Overview of Sociocultural Theory. New Insights into Foreign Language Learning and Teaching, 9, 13-34.
7. Lantolf, J., & Poehner, M.E. (2014). Sociocultural Theory and the Pedagogical Imperative in L2 Education: Vygotskian Praxis and the Research/practice Divide. Routledge. [
DOI:10.4324/9780203813850]
8. Lantolf, J., & Thorne, S. (2012). Sociocultural Theory and the Genesis of Second Language Development (Shanghai Foreign Language Education Press, China2012).
9. Lee, I., & Mak, P. (2018). Metacognition and metacognitive instruction in second language writing classrooms. TESOL Q. 52, 1085-1097. doi: 10.1002/tesq.436 [
DOI:10.1002/tesq.436]
10. Lin, D., Wong, K. K., & McBride-Chang, C. (2012). Reading motivation and reading comprehension in Chinese and English among bilingual students. Reading and Writing, 25(3), 717-737. [
DOI:10.1007/s11145-011-9297-8]
11. Lumettu, A., & Runtuwene, T.L. (2018). Developing the students' English-speaking ability through impromptu speaking method. Journal of Physics Conference Series, 953(1). [
DOI:10.1088/1742-6596/953/1/012035]
12. Malmir, A., & Mazloom, P. (2021). The Impact of Group Dynamic Assessment (GDA) vs. Computerised Dynamic Assessment (C-DA) on Iranian EFL Learners' Pragmatic Comprehension. Journal of Applied Linguistics and Applied Literature: Dynamics and Advances, 9(1), 67-94.
13. Mardani, M., & Tavakoli, M. (2011). Beyond Reading Comprehension: The Effect of Adding a Dynamic Assessment Component on EFL Reading Comprehension. Journal of Language Teaching & Research, 2(3), 45-59. [
DOI:10.4304/jltr.2.3.688-696]
14. Pekrun, R., Elliot, A. J., & Maier, M. A. (2009). Achievement goals and achievement emotions: Testing a model of their joint relations with academic performance. Journal of Educational Psychology, 101(1), 115. [
DOI:10.1037/a0013383]
15. Phakiti, A. (2008). Construction Validation of Bachman and Palmer's model (1996) strategic competence model over time in EFL reading tests. Language Testing, 25(2), 237-272. [
DOI:10.1177/0265532207086783]
16. Phakiti, A. (2016). Test takers' performance appraisals, appraisal calibration, and cognitive and metacognitive strategy use. Language Assessment Quarterly, 13(2), 75-108. [
DOI:10.1080/15434303.2016.1154555]
17. Poehner, M. E. (2008). Dynamic assessment: A Vygotskian approach to understanding and promoting L2 development. Berlin: Springer. [
DOI:10.1007/978-0-387-75775-9]
18. Poehner, M. E., & Lantolf, J. P. (2013). Bringing the ZPD into the equation: Capturing L2 development during computerized DA(C-DA). Language Teaching Research, 17(3), 323-342. [
DOI:10.1177/1362168813482935]
19. Poehner, M.E., & Infante, P. (2017). Mediated development: A Vygotskian approach to transforming second language learner abilities. TESOL Quarterly, 51(2), 332-357. [
DOI:10.1002/tesq.308]
20. Purpura, J. E. (1999). Learner strategy use and performance on language tests: A structural equation modeling approach. Cambridge University Press. [
DOI:10.1177%2F026553229801500303]
21. Regan, V. (1998). Contemporary approaches to second language acquisition in social context. University College Dublin Press.
22. Ro, E. (2016). Exploring teachers' practices and students' perceptions of the extensive reading approach in EAP reading classes. Journal of English for Academic Purposes, 22, 32-41. [
DOI:10.1016/j.jeap.2016.01.006]
23. Rosenfeld, M., Leung, S., & Oilman, P. K. (2001). The Reading, writing, speaking, and listening tasks important for academic success at the undergraduate and graduate levels (TOEFL Monograph Series, No. 21). Princeton, NJ: Educational Testing Service.
24. Safdari, M., & Fathi, J. (2020). Investigating the role of dynamic assessment on speaking accuracy and fluency of pre-intermediate EFL learners. Cogent Education, 7(1), 1818924, [
DOI:10.1080/2331186X.2020.1818924]
25. Schiefele, U., Schaffner, E., Möller, J., & Wigfield, A. (2012). Dimensions of reading motivation and their relation to reading behavior and competence. Reading Research Quarterly, 47(4), 427-463. [
DOI:10.1002/RRQ.030]
26. Seymour, S., & Walsh, L. (2006). Essentials of teaching academic reading. Boston: Houghton Mifflin Harcourt.
27. Shrestha, P. N. (2017). Investigating the learning transfer of genre features and conceptual knowledge from an academic literacy course to business studies: Exploring the potential of dynamic assessment. Journal of English for Academic Purposes, 25(25), 1-17. [
DOI:10.1016/j.jeap.2016.10.002]
28. Siwathaworn, P., & Wudthayagorn, J. (2018). The impact of dynamic assessment on tertiary EFL students' speaking skills. Asian J. Appl. Linguist. 5, 142-155
29. Wigfield, A., & Guthrie, J. T. (2000). Engagement and motivation in reading. Handbook of Reading Research, 3, 403-422.
30. Xi, J, & Lantolf, J.P. (2021). Scaffolding and the Zone of Proximal Development: A Problematic Relationship. Journal for the Theory of Social Behaviour, 51(1), 25-48. [
DOI:10.1111/jtsb.12260]
31. Zarei, A.A., & Shishegarha, E. (2023). The Effects of Dynamic Assessment Models on L2 Listening and Speaking Anxiety. Scientific Quarterly Journal of Language Horizons, Alzahra University, 5, 33-47.