Abstract
In this study, the potential impacts of dynamic assessment (DA) and non-dynamic assessment (non-DA) on Ethiopian EFL students’ productive skills were investigated. Additionally, this study examined Ethiopian EFL students’ attitudes regarding using DA in their speaking and writing classes. Fifty-three Ethiopian intermediate EFL learners were selected using the convenience sampling method and separated into two groups in order to accomplish these goals. Next, both groups were pretested on two skills of writing and speaking. Then, one group received speaking and writing instruction utilizing DA, whereas the other group received instruction using non-DA. After 16 sessions of training, the groups received writing and speaking posttests, and the DA group also received an attitude questionnaire. The results indicated that there was a significant difference between the speaking and writing posttests of both groups in favor of the experimental group. In fact, the study’s findings revealed that the DA group outstripped the non-DA group on the speaking and writing posttests. The outcomes also indicated that the participants of the DA group held positive attitudes toward the AD. It was concluded that using the DA in EFL classes is an effective method for advancing EFL students’ English language acquisition. The implications of this research can persuade teachers to apply DA in their teaching process.