The DOI matches its Crossref record; 1 of the 1 references it cites were found in a registry or an index.
The effect of dynamic assessment on complexity, accuracy, and fluency in EFL learners’ oral production
Open accessAbstract
The present study aimed to investigate the effect of dynamic assessment on complexity, accuracy and fluency (CAF) in EFL learners' oral production.Participants were 44 intermediate; they were all female and aged from 11 to 15 in a language institute in Isfahan.They were divided into two experimental and control groups: The experimental group received the treatment (dynamic assessment/DA), and the control group received regular instruction under institute's normal situation.Findings revealed that the implementation of DA promoted more complex and accurate oral productions while it did not have any effect on the fluency of learners' oral productions.In addition, results manifested strong positive correlations between measures of CAF and learners' oral proficiency scores.Finally, the factor analysis revealed that there were three main factors (CAF) underlying the six measures used in the present study.The results of this study have a number of implications for EFL practitioners and teachers as well.
Overview
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
The cited source says what the claim attributes to it.
In the citing paper
“In another study by Ebrahimi (Citation2015), it was revealed that implementing DA to enhance oral proficiency, complexity and accuracy were outstandingly improved but fluency was not affected by mediation through DA.”
From Investigating the role of dynamic assessment on speaking accuracy and fluency of pre-intermediate EFL learners (2020) · cites this paper as Ebrahimi, 2015
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
Citations
Cites
Ahmadian, M. J., & Tavakoli, M. (2011) · Language Teaching Research · doi:10.1177/1362168810383329 · Cited by 334 · cited 1×
“One related study that has been conducted by Ahmadian and Tavakoli (2011) which is also described since it was specifically drawn upon for the description statistics and measurement of the variables of the present study.”
Background
Research works printed but not linked: 25
- 10.1177/1362168810383329 · DOI · Paper page
- 10.1016/S0959-4752(99)00025-0 · DOI
- 10.1111/j.1944-9720.2009.01030.x · DOI
- Bachman, L. F. (1990). Fundamental considerations in language testing. Oxford: Oxford University Press.
- Bachman, L. F., & Cohen, A. D. (1998). Interfaces between second language acquisition and language testing research. Cambridge: Cambridge University Press.
- Bachman, L. F., & Palmer, A. S. (1996). Language testing in practice. New York: Oxford University Press. · DOI
- 10.1177/026553229601300303 · DOI
- Berk, L. E., & Winsler, A. (1995). Scaffolding children's learning: Vygotsky and early childhood education. Washington, DC: National Association for the Education of Young Children.
- Brown, A. L., & Ferrara, R. A. (1985). Diagnosing zones of proximal development. In J. V. Wertsch (Ed.), Culture, communication, and cognition: Vygotskian perspectives (pp. 273-305). New York: CUP. · DOI
- 10.1177/002221948902200303 · DOI
- Campione, J. C., & Brown, A. L. (1990). Guided learning and transfer: Implications for approaches to assessment. In N. Frederiksen, R. Glaser, A. Lesgold, & M.G. Shafto (Eds.), Diagnostic monitoring of skill and knowledge acquisition (pp. 141-172). Hillsdale: New Jersey.
- Cohen, J. W. (1988). Statistical power analysis for the behavioral sciences. Hillsdale, NJ: Lawrence Erlbaum Associates.
- Farhady, H., Ja'farpur, A., & Birjandi, P. (2010). Testing language skills: From theory to practice (pp. 186-189). Tehran: Samt.
- Holzman, L. (2009). Vygotsky at work and play. London: Routledge. · DOI · Paper page
- 10.1007/BF02291575 · DOI · Paper page
- Larsen-freeman, D. (2009). Adjusting expectations: The study of complexity, accuracy, and fluency in second language acquisition. Journal of University of Michigan, 30(4), 583-585. · DOI
- 10.1007/978-0-387-75775-9 · DOI
- Riggenbach, H. (2000). Perspectives on fluency. Ann Arbor: The University of Michigan Press. · DOI
- 10.1515/iral.2007.009 · DOI
- 10.2307/412243 · DOI · Paper page
- Skehan, P. (1998). A cognitive approach to language learning. Oxford: Oxford University Press. · DOI
- 10.1093/applin/amp047 · DOI · Paper page
- 10.1075/lllt.11.12ske · DOI
- 10.1111/j.1467-9922.2008.00446.x · DOI
- Xiaoxiao, L., & Yan, L. (2010). A case study of dynamic assessment in EFL process writing. Chinese Journal of Applied Linguistics, 33(1), 6-12.
Cited by
Sorted by citations
Safdari, M., & Fathi, J. (2020) · Cogent Education · doi:10.1080/2331186x.2020.1818924 · Cited by 33
“The results of the current study support the experiment done by Ebrahimi (2015) in which the researcher conducted an experimental research on the role of DA on complexity, accuracy and fluency (CAF) of oral production of students.”
BackgroundMethodResultInfluential
Metadata
- Authors
- Ebrahimi, E.
- Affiliations
- Islamic Azad University of Najafabad (IR)
- Corresponding author
- Ebrahimi, Elham
- Venue
- International Journal of Research Studies in Language Learning
- Publisher
- Consortia Academia Publishing
- Published
- 2015-01-01
- Volume
- 4
- Issue
- 3
- ISSN
- 2243-7754 (ISSN-L)
- 2243-7762
- OpenAlex
- W2045341722
- Cited by
- 10
- References
- 1
- Citations by year
- 2025: 1 · 2024: 1 · 2023: 4 · 2021: 1 · 2020: 1 · 2019: 1 · 2017: 1
- FWCI
- 0.84
- Type
- journal article
- Language
- en
- Open access
- bronze
- doi.org
- Locations
- International Journal of Research Studies in Language Learning (publishedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Educational and Psychological Assessments
- Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
- Social Sciences › Psychology › Developmental and Educational Psychology › Second Language Acquisition and Learning
- Keywords
- dynamic assessment, complexity, accuracy, and fluency, speaking skills, intermediate learners
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
How to cite
Cite CoChat for the checks on this page, and the paper for its own findings.
- This page
- CoChat. (2026). Citation check: The effect of dynamic assessment on complexity, accuracy, and fluency in EFL learners’ oral production. https://app.cochat.ai/papers/10.5861/ijrsll.2015.982
- The paper
- Ebrahimi, E. (2015). The effect of dynamic assessment on complexity, accuracy, and fluency in EFL learners’ oral production. International Journal of Research Studies in Language Learning. https://doi.org/10.5861/ijrsll.2015.982
