The Impact of Electronic–Based Dynamic Assessment on the Listening Skill of Iranian EFL Learners

This study investigated the impact of electronic–based dynamic assessment on the listening skill of Iranian EFL learners to achieve this goal, a group of ۴۰ female EFL upper-intermediate students(aged between ۲۶ to ۳۸ years old) from to language institutes were selected as the participants of the study after administering a Quick Placement Test(QPT)to a larger population of EFL learners (N=۶۵).All of the selected to female EFL upper intermediate student were administered a Listening Test (IELTS Format) as the pretest and posttest to assess the participants' listening comprehension . Participants were divided in two control (N=۲۰) and experimental (n=۲۰) groups. The learners in experimental group were taught the listening skill via Dynamic Assessment through virtual electronic- based classroom and the learners in control group were taught listening skill via traditional dynamic assessment in a physical language classroom. A quasi-experimental pretest and post-test design was employed. After three – month study, the participants in experimental group meaning that electronic –based dynamic assessment can significantly affect the listening skill of Iranian EFL learners.