Assessment plays a vital role in English language learning as it helps students recognize their weak and strong points. Two main types of assessment are dynamic assessment (DA) and static assessment (SA) that their effects have not been examined on Iraqi EFL students' resilience, burnout, positive orientation (PO), and language academic achievement yet. Therefore, this research aims to close this gap. To do so, sixty intermediate EFL students were selected and divided into DA and SA groups to do so. The two groups were then given pretests on the four dependent variables. Subsequently, one group was taught ten reading literary texts with 100 new words using DA, whereas the other group was taught identical materials using SA. After the 8-week course, both groups took the post-tests on resilience, burnout, PO, and academic performance. The study's findings showed that the DA group did better than the SA group on the four post-tests. It can be concluded that using DA with the support of literary texts can produce positive effects in EFL classes. The current study has consequences for researchers, students, English instructors, and other stakeholders.