The Effect of Dynamic Assessment on EFL Process Writing: Content and Organization

ABSTRACT: This research aims at introducing a simple process and framework for teaching English writing to Iranian EFL intermediate learners based on the principle of Dynamic Assessment (DA). Boehner and Lantolf (2005) define dynamic assessment as the interaction between assessor as intervener and learner as active participant with the aim of making cognitive changes in the learner during the process of learning and assessing. DA is rooted in Vygotskyʹs zone of proximal development (ZPD), and it does not separate instruction form assessment. The teacher-student interaction and joint work carry students’ future improvement through their ZPD. Reflections and results of this research reiterate that the dialogic way of teaching is of great help in enhancing learnersʹ writing interest and improving their writing competence.