Ali Bahadoran-Baghbaderani - Ph.D. Student, Department of Foreign Languages, Sheikhbahaee University, Isfahan, Iran
Reza Biria - (Ph.D.) in Applied Linguistics, Assistant Professor at English School of post-graduatestudies, Department of Foreign Languages, Isfahan (Khorasgan) Branch, Islamic AzadUniversity, Isfahan, Iran
Ebrahim Moradmand - (M.A.) in Applied Linguistics. Department of Foreign Languages, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran

The aim of this study was to unveil whether various pedagogical scaffolds employing Vygotskian dynamic assessment led to the betterment of L2 grammar applied in EFL classes. For this purpose, out of the population of sophomore cohort students, 135 advanced-level language learners whose ages ranged between 20 and 27 were drawn based on their results on a Quick Oxford Placement Test (QOPT). Accordingly, participants who qualified were randomly assigned to the three possible treatment and one control conditions balanced for gender. In one of these conditions, they were given training through implementing interactionist dynamic assessment. In a secondcondition, participants were given instruction on the same grammatical structures involving interventionist dynamic assessment. In a third condition, exposed targeted group to both of these conditions. After a while, a TOEFL Grammar Test (TGT) pretest and the posttest were compared for both experimental groups and the fourth group which acted as the control group. The data gleaned from the statistical analysis and the measurement instruments unearthed that all participants benefiting from dynamic assessment tune-up maintenance surpassed the participants in the control condition and maintained their advantage over the participants in this condition onthe grammatical tasks. Nevertheless, the performance of those enjoying both versions of dynamic assessment was much better than the individuals in other groups for this research problem. Strikingly, the findings of this study may provide certain implications to language instructors, syllabus designers, and material developers

dynamic assessment, integrative approach, interventionist and interactionist models,Zone of proximal development