The present study sought to explore any significant differences among the vocabulary learning of male and female EFL learners with similar cultural dimensions as the result of receiving interactionist dynamic assessment. Initially, 120 adult EFL intermediate learners at Shokuh Language Institute in Gonabad were selected based on convenience sampling from among 15 such classes. The cultural dimension questionnaire was given to the participants to identify their cultural orientations. 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 selecting unfamiliar vocabulary items by the learners. 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. Having finished 10 sessions in which the 40 unknown words were covered, a 40-item vocabulary test devised by the researcher was administered to the groups to test their vocabulary performance. The results of independent samples t-test revealed that there were no significant differences between the performances of the female and male learners with similar cultural dimensions. However, it was found that female learners with masculinity/femininity dimension outperformed the male learners on the vocabulary test. Based on the findings of the present study, teachers are encouraged to take learners’ cultural orientations and gender into account when performing a dynamic assessment.
