Combined Effect of Critical Thinking and Dynamic Assessment on Enhancing Iranian EFL Learners’ Writing Performance: A Focus on Teaching Writing Strategies

الموضوعات :

Raheleh Taheri ¹ , Hossein Vahid Dastjerdi ² , Omid Tabatabaei ³ , Hadi Salehi ⁴

1 - English Department, Najafabad Branch, Islamic Azad University, Najafabad, Iran
2 - English Department, Najafabad Branch, Islamic Azad University, Najafabad, Iran
3 - English Department, Najafabad Branch, Islamic Azad University, Najafabad, Iran
4 - English Department, Najafabad Branch, Islamic Azad University, Najafabad, Iran

تاريخ الإرسال : 28 الأحد , ذو الحجة, 1444 تاريخ التأكيد : 17 الثلاثاء , جمادى الأولى, 1446 تاريخ الإصدار : 22 الإثنين , رمضان, 1445

الکلمات المفتاحية: critical thinking, Dynamic Assessment, Intermediate EFL Learners, writing strategies,

ملخص المقالة :

This study aimed to explore the combined impacts of critical thinking and dynamic Assessment on enhancing the writing performance of Iranian EFL learners, specifically focusing on teaching writing strategies. We selected 80 intermediate-level participants from a pool of approximately 200 language learners at an accredited institute (Gooyesh). These participants were divided equally into two experimental and control groups. The experimental group (EG) received writing strategies through the application of critical thinking principles and dynamic assessment. The control group (CG) received writing strategies through traditional methods without receiving critical thinking or dynamic assessment principles. The two groups underwent a writing pre-test to assess their initial writing skills, and after the treatment, to measure their writing improvement, they took a post-test using the same evaluation criteria as those of the pre-test. Then, appropriate statistical tools were employed to gauge the participants' writing progress as a result of the instructional methods. The results indicated that integrating dynamic assessment and critical thinking strategies significantly improved participants' written communication skills. These findings hold promise for EFL instructors, curriculum designers, and material developers.

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