In the present study, an attempt was made to probe into the probable difference between Iranian intermediate and advanced EFL learners' receptive and productive collocational knowledge. To this end, 60 EFL learners studying at Islamic Azad University, Isfahan Branch, including 30 advanced and 30 intermediate learners, were chosen through the Oxford Placement Test (OPT). The participants at each level of proficiency received two tests of collocations, namely receptive collocation test and productive test of collocations. Paired-samples t test showed no statistically significant difference between productive and receptive knowledge of collocations of the advanced EFL learners. However, the mean comparison between the receptive and productive collocation test scores of intermediate EFL learners revealed a significant difference. Pedagogical implications emanating from the obtained results are elaborated in the study.

Dynamic assessment has been widely used in educational literature over the past two decades. The present study aimed at investigating the effect of using dynamic assessment on teaching the rhythm of English to Iranian EFL learners and scrutinizing their attitudes towards it. The participants of the study were 30 Iranian EFL leaners at the intermediate level of proficiency, who were conveniently selected from a foreign language institute in Isfahan, Iran. In order to achieve the objectives of the study, the participants were divided into two homogenous groups, including the experimental group and control group. In this quasi-experimental, pretest-posttest-control-group-design research study, the control group followed traditional method of learning pronunciation and rhythm, while dynamic assessment approach was used to teach the same materials to the experimental group. In contrast to the control group, the experimental group took an active role in the classroom by having more interaction and using the ongoing hints and prompts provided by the teacher. The result of the posttest unfolded that there was a significant difference between the performances of the two groups, and that the experimental group participants managed to outperform the control group members on the pronunciation posttest. Moreover, based on the attitude questionnaire, EFL learners had grown a positive attitude towards the use of dynamic assessment to learn rhythm. The results of this study demonstrated that through the implementation of DA, the proper form of mediation could be provided to the learners regarding their ZPD.