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The current study set out to investigate the effects of concurrent group dynamic assessment (GDA) and cumulative GDA on Iranian EFL learners’ development of reading comprehension micro-skills. To this end, a convenience sample of 60 intermediate undergraduate EFL university students that were selected based on the results of a placement test and randomly assigned to two experimental groups participated in the study. The participants met once a week for 90-min lessons in a Reading II class over an academic semester. Each group received a concurrent or cumulative GDA mediation on reading tasks with a focus on activities involving five fundamental reading comprehension micro-skills, namely identifying the main idea, finding inferences, finding supporting details, understanding vocabulary, and finding references. A pretest/posttest procedure was used to compare the two group’s achievements. The results of t test analyses demonstrated that both GDA approaches were effective but the students in the concurrent GDA group significantly outperformed those in the cumulative GDA group in terms of micro-skills of identifying the main idea and finding inferences whereas no significant differences were observed for other micro-skills. It could be argued that in concurrent GDA since the secondary interactants expect to be called on at any moment, they are more alert and attentive to mediational exchanges, and this contributes to enriching the micro-skills of identifying the main idea and finding inferences. The findings suggest that concurrent and cumulative GDA approaches when applied to teaching reading comprehension should be viewed as complementary. The concurrent approach works better with activities that require higher-cognitive functions and top-down processes such as identifying main ideas or finding inferences. On the other hand, both approaches could be equally beneficial and interchangeably used in activities that involve lower-level bottom-up cognitive processes such as finding supporting details, understanding vocabulary, or finding references. The findings offer significant implications for classroom practice and subsequent research that are discussed.

The present study investigated the impact of immediate and delayed corrective feedback on Iranian EFL learners’ willingness to communicate. To attain the purpose of the study, 45 females intermediate students that were roughly selected according to their previous grades and their assigned  level in language school were chosen to participate in this study. Then they were divided to three equal groups: Experimental group 1(immediate feedback), Experimental group 2 (delayed feedback) and control group. In the first session, WTC questionnaire (MacIntyre ,2001 modified by Pourya Baghaei and Ali Dourakhshan) was administered to all groups as pretests. In group 1 the students’ errors were corrected by the teacher immediately after committing but in the second group, the students’ errors were written by the teacher and her comments were given to them when they finished their tasks. For the control group, the routine procedure of New Headway intermediate was followed. After about 12 sessions WTC was repeated as posttests. The findings revealed that immediate and delayed corrective feedback have a significant effect on EFL students’ level of WTC. The results, also demonstrated that experimental group 1 (immediate feedback) outweighed the other two groups in relation to their WTC. The findings have implication for pedagogy as well as further research.