This study aimed to investigate the effectiveness of cooperative learning in English language classrooms to enhance Iranian students’ speaking skills and motivations. A pre-test–post-test control group design was employed to compare the impact of the cooperative learning approach with that of traditional whole-class instruction on speaking skills and six aspects of learning motivation: intrinsic motivation, integrated regulation, identified regulation, introjected regulation, external regulation, and amotivation. The data of the current study were gathered at multiple points of time before and after the end of the experiment to determine the effectiveness of cooperative learning on the sample’s speaking skills and motivations. In practical terms, the sample’s speaking skills were first examined through an English oral test prior to and after some cooperative learning instructional activities were provided. Next, a seven-point Likert scale-questionnaire was administered to the sample before and at the end of the course to check students’ motivation towards the use of cooperative learning in English classes. The data were analyzed using basic and inferential statistical methods including mean scores, standard deviations, independent and paired sample t-tests, one-way ANCOVA, and effect size. The findings showed remarkable development in the students’ speaking skills after the introduction of cooperative learning techniques. Moreover, the findings suggested significant differences in favor of cooperative learning for improving intrinsic motivation, but no differences were found on other aspects of motivation. In light of the findings, the researchers recommend that teachers could benefit from applying CL in English classes, which may in turn develop students’ speaking skills and motivation.

Dynamic assessment is heavily based on Vygotskian socio-cultural theory and in recent years researchers have shown interest in the theory as a way to facilitate learning. This study attempted to examine the comparative effect of group dynamic assessment (GDA) and computerized dynamic assessment (CDA) on listening development, L2 learners’ perfectionism, anxiety, and intrinsic motivation. To this end, 91 intermediate learners of English were selected based on convenience sampling and were divided into 3 groups: a GDA, a CDA, and a control group (CG). After implementing the treatment, the tests conducted and the data gathered. The results of one-way ANOVA showed that both GDA and CDA were facilitative of listening development with a large effect size (effect size = .516), and the difference between them was nonsignificant (p > 0.05). The results further showed that both GDA and CDA could ameliorate perfectionism with a moderate effect size (effect size = .332), decrease anxiety with a small effect size (.218), and increase intrinsic motivation among L2 learners with a small effect size (effect size = .228). The findings can have implications for language practitioners, and materials developers. The implications of the study are discussed.