Although some assessment modes have proved successful, many learning problems encountered by low achieving learners need to be fixed by a more procedurally adequate remedial classroom assessment. Many EFL instructors adopt conventional and static modes of assessment rather than flexible and humanistic assessment modes. Hence, the study aims at examining how Dynamic Assessment that premises on Vygotsky’s ‘zone of proximal development and advocates mediation through good social setting and practice can enhance EFL language learning. Accordingly, 25 EFL students pursuing the first level of an undergraduate course at Prince Sattam bin Abdulaziz University, formed the experimental group for the writing task and 20 for the Reading task. Pre-test and post-test were administered based on Browns’ Interventionist Model for writing task and Feuerstein’s Interactionist model for Reading Comprehension. In addition, an online questionnaire was distributed to 43 university teachers from Prince Sattam bin Abdulaziz University to elicit their opinion. Data were statistically analyzed using SPSS. The results show a significant relation between Dynamic Assessment and language learning. The implications of findings will be helpful in EFL classrooms and research.