Abstract
The dualism between instruction and assessment in standardized assessments has always been one of the most problematic issues in L2 education. Dynamic Assessment (DA) has been introduced into L2 practices and it unifies instruction with assessment in a single activity by providing learners with mediations (e.g., feedback) during the evaluation process aiming to identify and narrow their learning gaps as well as to ultimately contribute to their L2 development. Since the current study is the pilot study of a larger project, it aims to explore the application of Computerized-Group Dynamic Assessment (C-GDA), which is a synergy between two DA offshoots, in maximizing EFL learners’ developmental potential in inferential reading within a sociocultural framework. The study is also framed to serve as the first step towards establishing more evidence for future interventions and to offer practical solutions for implementing hybrid DA models in EFL classrooms with relatively larger cohorts of students.