Having its roots in Vygotsky's Socio Cultural Theory of mind (SCT), Dynamic Assessment (DA) helps learners perform beyond their independent functioning abilities. This study seeks to investigate the effects of DA on Persian listening comprehension. An Iraqi university student learning Persian language was provided with listening comprehension materials having ten audio-recorded thirty-minute sessions enriched by a DA mediational framework. The frequency of provided hints and mediation moves types (implicit/explicit) during the whole sessions was counted and compared to each other to show the developmental trajectory of the learner's listening comprehension. The results showed a significant decrease in the number and explicitness of mediation moves in final sessions, which represents the microgentic development. The study findings implied the considerable role of DA in alleviating Persian learners' listening comprehension problems by providing pertinent mediational moves at the right time. The results called for Persian language instructors to provide tailored assistance to develop learners' independent functioning.