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This book reports on a study aimed at exploring the advantage of Dynamic Assessment as an instructional instrument over Non-dynamic (traditional) Assessment and Non-assessment approaches in the pragmatic production of EFL learners. The target speech acts of apology, complaint, and compliment were chosen for the study. Results of the study showed that there was a significant difference between the DA group and the other two groups of NDA and NA, which was due to the positive effects of Dynamic Assessment on learning these pragmatic features.