%0 Journal Article %T Exploring the Effects of Dynamic Assessment on Improving Iranian Quran Learners’ Recitation Performance %J Critical Literary Studies %I University of Kurdistan %Z 2676-699X %A Rezai, Afsheen %A Namaziandost, Ehsan %A Amraei, Ayub %D 2023 %\ 01/04/2023 %V 5 %N 1 %P 159-176 %! Exploring the Effects of Dynamic Assessment on Improving Iranian Quran Learners’ Recitation Performance %K Sociocultural theory %K Zone of proximal development %K Dynamic assessment %K Recitation performance %K Quran learners %R 10.34785/J014.2023.010 %X Although Dynamic Assessment (DA), rooted in Vygotsky’s (1978) Zone of Proximal Development (ZPD) notion, has been extensively researched in teaching English as a foreign language, it has remained largely unexplored in teaching Arabic as a foreign language. To bridge this long-lasting gap, this study purports to investigate the effects of DA on improving Iranian Quran learners’ recitation performance. For this purpose, two intact grade 7 classes were selected at a public high school in Borujerd city, Iran, and were assigned randomly as DA group (n=21) and non-DA group (n=23). Later, they went through a pre-test, intervention (offered based on the principles and procedures of DA for the DA group and held in 15 sessions), immediate post-test, and delayed post-test. The collected data were analyzed through a one-way ANCOVA. Findings documented that the DA group outperformed the non-DA group on the immediate post-test. Additionally, the results evidenced that the DA group outweighed the control group on the delayed post-test. The study ends with proposing some implications in consistent with the tenets of Sociocultural theory. %U https://cls.uok.ac.ir/article_62525_fa78315c82256f6d063ce04a1638c0c8.pdf