Abdolrezapour, P. (2017). Improving L2 reading comprehension through emotionalized dynamic assessment procedures. Journal of psycholinguistic research, 46(3), 747-770.

Ajideh, P., & Nourdad, N. (2012). The effect of dynamic assessment on EFL reading comprehension in different proficiency levels. Language Testing in Asia, 4(2), 55-69

Aljaafreh, A. & J. P. Lantolf. (1994). Negative feedback as regulation and second language learning in the zone of proximal development. The Modern Language Journal, 78, 465-483. Ableeva, R. (2010). Dynamic assessment of listening comprehension in L2 French (Unpublished doctoral dissertation). The Pennsylvania State University, University Park, PA.

Aloqaili, A. S. (2012). The relationship between reading comprehension and critical thinking: A theoretical study. Journal of King Saud University-Languages and Translation, 24(1), 35-41.

Anderson, N. J. (2014). Active skills for reading 4: Student's book. National Geographic Learning.

Barjesteh, H., & Vaseghi, R. (2012). Critical thinking: A reading strategy in developing English reading comprehension performance. Journal of Foreign Language Teaching and Translation Studies, 1(2), 21-34.

Beeston, S. (2000). The UCLES EFL item banking system, Research Notes, 2, 8-9.

Brown, A. L., Campione, J. C., & Day, J. D. (1981). Learning to learn: On training students to learn from texts. Educational researcher, 10(2), 14-21.

Brown, A. L., & Ferrara, R. A. (1985). Diagnosing zones of proximal development. In J. V. Wertsch (Ed.), Culture, communication, and cognition. Cambridge: Cambridge University Press.

Cáceres, M., Nussbaum, M., & Ortiz, J. (2020). Integrating critical thinking into the classroom: a teacher's perspective. Thinking Skills and Creativity, 100674.

Cioffi, G.,& Carney, J. (1983).Dynamic assessment of reading disabilities. The Reading Teacher, 36, 764–768.

Davies, M., & Barnett, R. (Eds.). (2015). The Palgrave handbook of critical thinking in higher education. Springer.

Dörnyei, Z. (2019). Psychology and language learning: The past, the present and the future. Journal for the Psychology of Language Learning, 1(1), 27-41.

Ellis, R. (2008). The study of second language acquisition (2^nd ed.). Oxford, England: Oxford University Press.

Ellis, R. (2019). Towards a modular language curriculum for using tasks. Language Teaching Research, 23(4), 454-475.

El Soufi, N., & See, B. H. (2019). Does explicit teaching of critical thinking improve critical thinking skills of English language learners in higher education? A critical review of causal evidence. Studies in Educational Evaluation, 60, 140-162.

Facione, P. A. (2007). Critical thinking: What it is and why it counts. Retrieved January 2, 2013, from http://insightassessment.com/t.html

Fahim, M., Barjesteh, H., & Vaseghi, R. (2012). Effects of Critical Thinking Strategy Training on Male/Female EFL Learners' Reading Comprehension. English language teaching, 5(1), 140-145.

Fahim, M., & Eslamdoost, S. (2014). Critical Thinking: Frameworks and Models for Teaching. English Language Teaching, 7(7), 141-151.

Fani, T. & Rashtchi, M. (2015). Dynamic Assessment of Reading Comprehension Ability: Group or Individualized. Education Journal. 4(6), 325-331. doi: 10.11648/j.edu.20150406.11

Gatto, J. (2001). The seven-lesson schoolteacher, rereading America: Cultural context for critical thinking and writing. Boston: M.A.

Haji Maibodi, A. (2014). The effect of critical thinking skills on reading English novels. Research in English Language Pedagogy, 2(2), 97-108.

Haywood, H. C., & Lidz, C. S. (2007). Dynamic assessment in practice: Clinical and educational applications. Cambridge University Press.

Heidari, K. (2020). Critical thinking and EFL learners' performance on textually-explicit, textually-implicit, and script-based reading items. Thinking Skills and Creativity, 37, 100703.

Heidari, F., & Izadi, M. (2020). The Potentiality of Dynamic Assessment in Massive Open Online Courses (MOOCs): The Case of Listening Comprehension MOOCs. Iranian Journal of English for Academic Purposes, 9(2), 1-13.

Hill, K., & Sabet, M. (2009). Dynamic speaking assessments. TESOL Quarterly, 43, 537-545.

Honey P. (2000). Critical thinking questionnaire. Retrieved October 5, 2007 from http://www.PeterHoney.com.

Izadi, M., Khoshsima, H., Nourmohammadi, E., Yarahmadzehi, N. (2017). Advanced and upper-intermediate EFL learners' reciprocity to mediation: A dynamic listening assessment. Applied Research on English Language, 6(4), 523-542.

Izadi, M., Khoshsima, H., Nourmohammadi, E., Yarahmadzehi, N. (2018). Mediational strategies in a dynamic assessment approach to L2 listening comprehension: Different ability levels in focus. Italian Sociological Review, 8 (3), 445-465

Kamali, Z., & Fahim, M. (2011). The relationship between critical thinking ability of Iranian EFL learners and their resilience level facing unfamiliar vocabulary items in reading. Journal of Language Teaching and Research, 2(1), 104-111.

Kanik, F. (2010). An assessment of teachers' conceptions of critical thinking and practices for critical thinking development at seventh-grade level. Unpublished PhD Thesis, Middle East Technical University.

Kletzien, S., & Bednar, M. (1990). Dynamic assessment for at-risk readers. Journal of Reading, 33, 528–533.

Kozulin, A., & E. Garb. (2002). Dynamic assessment of EFL text comprehension of at risk students. School Psychology International, 23(1), 112-127.

Lai, E. R. (2011). Critical thinking: A literature review (research report). Retrieved April 5, 2013, from http://www.pearsonassessments.com/research.

Lantolf, J. P. (2009). Dynamic assessment: The dialectic integration of instruction and assessment. Language Teaching Journal, 42(3), 355-368.

Leach, S. M., Immekus, J. C., French, B. F., & Hand, B. (2020). The factorial validity of the Cornell Critical Thinking Tests: A multi-analytic approach. Thinking Skills and Creativity, 37, 100676.

Mardani, M. (2013). Applying DA to critical reading evaluation of Iranian EFL students. (Unpublished master thesis) Isfahan University, Isfahan, Iran.

Mardani, M., & Tavakoli, M. (2011). Beyond reading comprehension: The effect of adding a dynamic assessment component on EFL reading comprehension. Journal of Language Teaching and Research, 2(3), 688.

May, Ch. (2010). Explicit instruction of reading strategies that enable EFL learners to achieve comprehension in reading: The case of third year Lycée learners. Unpublished MA Thesis, Mentouri University-Constantine.

Menkes, J. (2005, November). Hiring for smarts. Harward Business Review, 45-49.

Mozafari, A., & Barjesteh, H. (2016). Enhancing literary competence through critical oriented reading strategies. International Journal of Applied Linguistics and English Literature, 5(7), 168-177.

Naeini, J. (2005). The effects of collaborative learning on critical thinking of Iranian EFL learners. Unpublished M.A. Thesis, Islamic Azad University, Central branch, Tehran, Iran.

Navarro, J. J., & Lara, L. (2017). Dynamic assessment of reading difficulties: predictive and incremental validity on attitude toward reading and the use of dialogue/participation strategies in classroom activities. Frontiers in psychology, 8, 173.

Oxford, R. L. (1993). Research on second language learning strategies. Annual Review of Applied Linguistics, 13, 175–187.

Park, T. D. (2005). Effect of content area reading strategy on achievement in secondary agriscience. Unpublished Ph.D. Thesis, University of Florida.

Poehner, M. E. (2005). Dynamic assessment of oral proficiency among advanced L2 learners of French (Unpublished doctoral dissertation). The Pennsylvania State University, University Park, PA.

Poehner, M. E., & Lantolf, J. P. (2013). Bringing the ZPD into the equation: Capturing L2 development during computerized dynamic assessment. Language Teaching Research, 17(3), 323–342.

Poehner, M. E., Zhang, J., & Lu, X. (2015). Computerized dynamic assessment (C-DA): Diagnosing L2 development according to learner responsiveness to mediation. Language Testing, 32(3), 337-357.

Rosiek, J. (2003). Emotional scaffolding: An exploration of the teacher knowledge at the intersection of student emotion and the subject matter. Journal of Teacher Education, 54(5), 399-412.

Hashamdar, M. & Samadi, S. (2018). The Impact of Dynamic Assessment of Critical Writing on Critical Thinking of Iranian Intermediate EFL Learners. The third conference on Novel Approaches in Language Teaching and Assessment, Tehran. https://civilica.com

Sarani, A. & Izadi, M. (2016). Diagnosing L2 Receptive Vocabulary Development Using Dynamic Assessment: A Microgenetic Study. Journal of Teaching Language Skills, 35(2), 161-189.

Shabani, K. (2012). Dynamic assessment of l2 learners' reading comprehension processes: A Vygotskian perspective. Procedia-Social and Behavioral Sciences, 32, 321-328.

Shabani, K. (2014). Dynamic assessment of L2 listening comprehension in transcendence tasks. Procedia-Social and Behavioral Sciences, 98, 1729-1737.

Smith. F. (1985). Reading Without Nonsense. (2nd. ed). New York : Teachers College Press.

Sternberg, R. J., & Grigorenko, E. L. (2002). Dynamic testing. The nature and measurement of learning potential. Cambridge: Cambridge University Press.

Yang, Y., & Qian, D. D. (2017). Assessing English reading comprehension by Chinese EFL learners in computerized dynamic assessment. Language Testing in Asia, 7(1), 1-15.

Yousefi, S., & Mohammadi, M. (2016). Critical thinking and reading comprehension among postgraduate students: The case of gender and language proficiency level. Journal of Language Teaching and Research, 7(4), 802-807.

Vaseghi, R., Gholami, R., & Barjesteh, H. (2012). Critical thinking: An influential factor in developing English reading comprehension performance. Advances in Asian Social Science, 2(1), 401-410.

Vygotsky, L.S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.

Wale, B. D., & Bishaw, K. S. (2020). Effects of using inquiry-based learning on EFL students' critical thinking skills. Asian-Pacific Journal of Second and Foreign Language Education, 5(1), 1-14.

Wang, T. (2010). Web-based dynamic assessment: Taking assessment as teaching and learning strategy for improving students' e-learning effectiveness. Computers & Education, 54(4), 1157-1166.

Zare, M. & Biria, M. (2018). Contributory Role of Critical Thinking in Enhancing Reading Comprehension Ability of Iranian ESP Students. International Journal of Research in English Education, 3(3), 21-28.