摘要：One of the criticisms leveled against Dynamic Assessment (DA), with a robust theoretical foundation rooted in Zone of Proximal Development (ZPD), has been its applicability in populated L2 classes. The present paper, therefore, aimed to explore the applicability of Peer-Dynamic Assessment (Peer-DA), as a novel approach to DA, to ameliorate this concern. In order to achieve the goal, 15 fourth-grade female Iranian high school students, aged 15-17, were assigned into trios groups. After having been instructed to know how to apply Peer-DA procedures in their groups during three sessions, they worked on ten reading texts during ten one-hour sessions held twice a week. When the participants were trying to comprehend the texts and learn the embedded vocabulary within the texts, their interactions were meticulously audio-recorded. Next, a number of episodes were selected, transcribed, and microgenetically analyzed. Analyzing the obtained revealed that not only does Peer-DA have the capability for diagnosing developing abilities but it also can improve the developing abilities in a much more efficient way. More importantly, it was demonstrated that if the principles and procedures of peer-DA be taught to L2 learners, they can be utilized by learners in large classes to facilitate language learning processes. The implications of the present study were discussed from a sociocultural perspective for both ESL/EFL teachers and learners.
