چكيده
The current study investigates the effect of a type of dynamic assessment; interventionist approach, on learning future tenses of Iranian reflective vs. impulsive intermediate EFL learners. In order to accomplish the goal of this study, 120 intermediate female learners were selected out of 183 students based on their performance on the Nelson homogeneity test. In the second phase a valid Persian version of Questionnaire for Reflective Thinking (Kamber et al, 2000), and Barratt (1995) BIS 11 Impulsive Questionnaire were given to participants to be homogenized based on their learning styles as reflective or impulsive learners. Based on their learning styles they were divided into 4 different groups. Two groups, served as experimental groups, one reflective group and the other impulsive one received dynamic assessment technique and the other two groups again one reflective and the other impulsive served as control groups. The groups were pre-tested at the beginning and then each passed different treatment periods in 10 sessions. The experimental groups were trained with dynamic assessment techniques and the control groups were taught in the traditional way of teaching and testing. Finally, all the groups participated in a post-test. Independent t-test was also used for comparing the results and it was revealed that the two experimental groups that experienced the mediation approach, were more successful compared with the other two control groups who were taught traditionally. Also, the results show that dynamic assessment has the same effect on learning future tenses of Iranian reflective and impulsive EFL learners. The findings of the present study can have implications for EFL teachers and learners in Iranian context and teachers would hopefully take what has been presented here and apply it to their own situations in order to improve the learning abilities of the students regarding the future tenses.
Key words: dynamic Assessment. Future Tenses. Impulsivity. Reflectivity
