Exploring Empirical Findings and Learners’ Perspectives About the Effect of Computerized Dynamic Assessment on Persian Vocabulary Learning

This study aimed to explore the effect of computerized dynamic assessment on Persian vocabulary learning through lexical inferencing. In this quasi-experimental study, 75 learners of Persian as a foreign language read four texts over four days, one text per day, and answered comprehension questions. In the control group, the learners were not informed that there were unfamiliar words in the texts. In the second group, the learners were informed that there were unfamiliar words in the texts and they had to infer their meanings. In the third group, the learners were informed about the presence of unfamiliar words and were asked to infer their meanings. In addition, computerized dynamic assessment approach was also utilized. The results of learning and retention posttests showed that noticing of the texts’ unfamiliar words and adoption of computerized dynamic assessment enhanced vocabulary learning through reading. After the study, four questions were administered to the third group’s participants to explore their perspectives on the efficiency of vocabulary learning through computerized dynamic assessment. The results of this analysis showed that the learners were interested in computerized dynamic assessment and judged it as an apprpriate and effective means of developing vocabulary knowledge.