The present study was an attempt to explore the ‘washback effect’ of task-based assessment (TBLA) on EFL Iranian learners’ pragmatic development. To this end, through conducting KET (Key English Test), 60 out of 120 EFL Iranian learners studying in an English language school, were randomly selected. They were assigned to treatment group (N=30), and control group (N=30). The treatment group was assessed through TBLA and the control group was assessed via non-task based assessment for 20 ninety-minute sessions. The class sessions were held twice a week. The obtained data was examined through independent sample t-test. The findings implied that TBLA as a pedagogical measurement tool can well replace the classic assessment procedures, since all educational efforts including testing and assessment procedures are planned to maximize the educational gains and developments. Manuscript profile

Abstract It is believed that success in learning to a great extent depends on reflective thinking. Accordingly, the present study sought to explore the extent to which Iranian English as a foreign language (EFL) learners involve in reflection. It also investigated which of the three groups of teacher mediation, learners’ scaffolding, and the control group outperform others on learners’ reflectivity in writing. Based on the findings, only the learners’ scaffolding group performed at the understanding and reflection level and by so doing, it outperformed other groups namely experimental group 1 and the control group. The second research question sought which of the three groups of experimental 1, experimental 2, and the control group outperforms the others regarding learners’ reflectivity in writing. Based on the results, the progress of reflection and all its dimensions has become statistically significant only in the learners’ scaffolding group, while in the first experimental group, progress has also been seen, but it is not statistically significant. Implications for EFL courses are discussed in the paper. Manuscript profile