attitudes towards open and distance learning: a case of iranian efl students of payam-e-noor university in covid-19 pandemic

Considering the four main language skills, particularly the writing skill has revealed that students are struggling with writing problems mainly due to insufficient instruction and ineffective feedback. under the insights of vygotsky’s socio-cultural theory (sct), dynamic assessment (da) intended to amalgamate instruction and assessment for the betterment of language pedagogy and warrant both instruction and feedback quality. the present quasi-experimental study tried to comparatively investigate the effectiveness of the interventionist da modalities (i.e., authoritative and facilitative) on developing the writing revision types of a sample of (no. =120) advanced iranian efl learners in the form of two experimental and one control group. they produced sample essays for both diagnostic and achievement purposes; but in the interim, each experimental group was exposed to specific da-oriented interventions while the control group received its conventional non-dynamic mainstream of teaching writing revision types. parametric statistical analyses (i.e., manova and one-way anova) run for this purposes revealed interesting findings: 1) significant differences among the three groups in favor of da-interventions; 2) more effectiveness of authoritative-da modality over facilitative-da modality; 3) significant differences with regard to ‘addition’, ‘deletion’, and ‘substitution’, 4) but no differences between the control group and the experimental groups in ‘permutation’ were detected.