The Association between Dynamic Assessment of Grammar and Fluid Intelligence: A Case of Undergraduate EFL Students

Abstract

The present study examined the association between static assessment, dynamic assessment and fluid intelligence. A pool of 109 students majoring in English Language Teaching and Translation Studies took part in the study. Two major instruments of the study included Computerized Dynamic Grammar Test and Raven's Advanced Progressive Matrices. The results of the study confirmed that the relation between static assessment of grammar and fluid intelligence as well as the relation between dynamic assessment of grammar and fluid intelligence were statistically significant. However, the relation between dynamic assessment of grammar and fluid intelligence was large. Finally, the results from the interviews revealed that ZPD and IQ are complementary and not contradictory. A practical implication for the students is that practicing fluid intelligence can improve their logical thinking by focusing on metacognitive strategies. Likewise, C-DA is a helpful source to develop effective learning strategies like directed attention, self-evaluation, and self-discovery strategies.