The present study sought to probe the effect of interactionist dynamic assessment on male and female learners with specific cultural dimension orientations. Initially, 120 adult EFL intermediate learners were selected based on convenience sampling from among 15 classes. The cultural dimension questionnaire was given to the participants and the questionnaires were scored to identify the learners who were more oriented towards the extreme end of each of the continuums of the general cultural dimensions. After identifying the cultural orientations of the learners, the VKS proposed by Wesche and Paribakht (1993) was translated into Persian and learners were asked to rate the vocabulary items in a 100 vocabulary list based on the scale. The rationale behind this procedure was to select the vocabulary items that learners were not familiar with. Based on VKS, the learners selected 40 vocabulary items. Ten sessions were determined for teaching these 40 selected words to all the learners using interactionist dynamic assessment. At the end, a 40-item vocabulary test was administered to the groups to test their vocabulary performance. The results of statistical analyses revealed that interactionist dynamic assessment differently affected the vocabulary learning of both male and female learners with specific cultural dimension orientations.
