The Role of Dynamic Assessment in Improving The Speaking Skills of Intermediate-Level EFL Students and Teachers

This qualitative case study examines how students and their teacher experienced dynamic assessment in English speaking lessons at a public middle school in Ankara, Türkiye. The study draws on sociocultural theory and focuses on mediation, participation, and the practical demands of classroom implementation. One intact class of 24 students and their regular English teacher participated in a six-week implementation. The description of learners as intermediate reflected teacher judgement and school records rather than a placement test. Twelve students were purposively selected for individual interviews, and the teacher was interviewed after implementation. Six classroom observations provided contextual evidence. The interview and observation materials were examined through thematic analysis. Students described immediate feedback as helpful for noticing difficulties and attempting self-correction. They also reported feeling more confident, participating more readily, and finding it easier to continue speaking. These accounts concern perceived change; they do not demonstrate independently measured gains in fluency or proficiency. The teacher valued the opportunity to adjust assistance but described difficulties in distributing attention and allowing enough time for individual support. Initial hesitation and differing support needs qualified the positive accounts. The findings offer a situated account of how mediated support was experienced in one classroom. Their interpretation is limited by the absence of baseline speaking measures, the overlap between interview prompts and themes, and the teacher’s dual role as implementer and interview participant.