The aim of this study is to apply dynamic assessment (henceforth DA) procedures to the development of learners’ emotional intelligence. It focuses on the effect of using emotional intelligence activities (based on Goleman?s framework) as a tool for motivating learners while being assessed. The study was conducted on 34 students studying Interchange 1 in two groups: a control group, which was taught under institute's normal procedures; and an experimental group, which received emotionalized dynamic assessment (EDA) procedures, in the form of an intervention focusing on emotional characteristics of Goleman?s emotional intelligence framework with the express purpose of inducing them to work with their emotions.
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