ABSTRACT The present study aimed to investigate the effect of two major approaches of Dynamic Assessment, namely, interventionist and interactionist approaches, on learners’ oral narrative performance and anxiety. To this end, 34 Iranian EFL learners were assigned to an Interactionist Group (InA.G) and Interventionist Group (InV.G). Initially, both groups were given the Foreign Language Classroom Anxiety Scale and a pretest of speaking. In the treatment phase, the InV.G was asked to narrate a video and received instructions on their errors. The InA.G narrated the video while being provided with scaffolding during narration. Then both groups were given a posttest and, two weeks later, a delayed posttest. The results indicated that both groups’ oral performance significantly increased, while their anxiety reduced. In the end, a semi-structured interview was conducted whose results revealed that the InA.G experienced more anxiety mostly due to feeling a sense of interruption and losing face.

中文翻译：

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动态评估方法对英语学习者口语叙事表现和焦虑的即时和延迟影响

摘要本研究旨在探讨动态评估的两种主要方法，即干预主义和互动主义方法，对学习者的口头叙事表现和焦虑的影响。为此，将34名伊朗EFL学习者分配到了互动主义者小组（InA.G）和干预主义者小组（InV.G）。最初，两个小组都接受了外语课堂焦虑量表和口语测验。在治疗阶段，InV.G被要求对视频进行旁白并收到有关其错误的说明。InA.G对视频进行了叙述，同时在叙述过程中提供了脚手架。然后，两组均进行了后测，两周后进行了延迟的后测。结果表明，两组的口头表现均显着提高，而焦虑感有所减轻。到底，