摘要：AbstractThis study attempted to extend the traditional understanding of reading comprehension assessment in foreign language contexts and to apply one of dynamic assessment (DA) approaches, that is, Feuerstein's Mediated Learning Experience (MLE), to development of Iranian EFL learners’ reading comprehension. To this end, a mixed methods approach was applied. Sixty eight EFL learners at Islamic Azad University were assigned to two groups of experimental and control. The results of the qualitative as well as the aggregate and disaggregated quantitative data analyses indicated that MLE intervention approach of DA was effective and exerted profound impacts on the learners’ reading comprehension.
关键词：Assessment;Dynamic assessment;Sociocultural theory;Zone of Proximal Development (ZPD).
