investigating the effect of dynamic assessment on iranian efl learners’ writing ability through revision types

Lately, the main focus of language education researchers has shifted from ancient psychological approaches to vygotsky’s concepts of zone of proximal development (zpd) that emphasized integration of teaching and assessment in dynamic assessment. in addition, in the realm of writing, specifically process writing, giving feedback in the form of revision has a noteworthy role in correcting the errors of the learners effectively and strategically, which can help learners improve their writing during the process of writing rather than the product. in this way, they learn to focus on their writing at different stages of planning, actual writing, and post-writing. however, few studies have worked on conjoining da-oriented feedbacks to efl learners’ writing performance in terms of revision processes. to fill this gap, this quasi-experimental research attempted to examine the effectiveness of the dynamic assessment modalities (authoritative and facilitative) on improving the writing revision types of 120 advanced iranian efl learners. to this end, two experimental groups were exposed to da-oriented interventions while the control group received conventional teaching of writing concerning revision types. accordingly, data were analyzed via manova and one-way anova, which indicated significant efficacy of authoritative-da modality over facilitative-da modality about ‘addition’, ‘deletion’, and ‘substitution’, but in permutation, no differences was observed comparing the control group and the experimental groups. therefore, the result indicated that instruction based on authoritative intervention was more significantly effective than facilitative intervention on developing learners’ writing achievement.