The Impact of Dynamic Assessment on Iraqi EFL Learners’ Reading Comprehension and Engagement: The Mediating Role of Critical Thinking Principles

This study investigates the impact of dynamic assessment (DA) on Iraqi EFL learners' reading comprehension (RC) and engagement, with a focus on critical thinking (CT). Based on sociocultural theory and Vygotsky's Zone of Proximal Development (ZPD), this mixed-methods study examines the impact of formative assessment combined with direct CT instruction on students’ academic reading performance. Ninety Iraqi EFL learners were placed in two experimental groups of DAG and CT-DAG, and a control group (CG). The quantitative data was obtained through the OQPT, CTQ, EQ, and RC tests while the qualitative data was obtained via interviews. The statistical analyses showed considerable improvement in the learners’ RC and interest in the experimental groups with CT-DAG performing better than DAG on reading comprehension. The results support the fact that combining DA with CT benefits EFL learners by enhancing metacognitive knowledge and comprehension. The qualitative findings revealed the learners' favorable attitudes towards the blended approach, reflecting greater motivation and autonomy. These results illustrate the value of dynamic, student-centered teaching and provide replicable models for application in EFL environments challenged by disengagement and limited thinking. The study integrates DA with CT within the under-researched context of Iraqi education, making suggestions for policy makers, educators, and curriculum developers.