Dynamic Assessment (DA) method which combines instruction and assessment can reveal the extent to which the language learners have acquired what they have been taught. This quasi-experimental study examined the role of interactionist and interventionist DA on Iranian English as a Foreign Language (EFL) students’ descriptive writing ability. This study also explored whether there is any relationship between students’ attention to specific components of descriptive writing and their writing performance. To this end, 90 EFL learners who were at the intermediate level of language proficiency, based on the results of the Oxford Placement Test (OPT), constituted the sample of the study. The participants were requested to write a descriptive essay as a pretest. Then, they were randomly assigned to control, interventionist, and interactionist groups. During the mediation step, the control group was provided with the traditional teaching methodology, but the experimental groups were trained based on the DA method through distinct mediators. The students were finally asked to write a descriptive writing on a new topic for the post-test. To analyze the data, the descriptive statistics, paired samples t-test, one-way ANOVA, correlation, and regression analyses were run. The findings of this study indicated that the dynamic assessment proved to be effective in enhancing the writing competence of the participants; however, the impact of the interactionist approach was significantly higher than the interventionist one. The findings also revealed the significant relationships between students' attention to specific components and their overall writing performance, except Mechanics. These findings highlight the effectiveness of dynamic assessment approaches, particularly the interactionist method, in enhancing EFL students' descriptive writing skills. پرونده مقاله

This study delves into the intricate landscape of second language (SL) writing assessment, with a focus on rater-associated variables and the impact of Dynamic Assessment (DA) on learners’ writing achievement. DA is an approach that combines instruction and assessment to mediate with the areas that students need help with to promote learners understanding and writing skills. To conduct this study, 90 participants were first given an online Oxford placement test and then, they were asked to write a descriptive essay as a pre-test, according to which, the students were randomly assigned to interventionist, interactionist, and control groups. Subsequently, the two experimental groups attended five weekly sessions in which the instructor introduced the five components of descriptive writing. The students were then given a writing task as the post-test and were asked to fill out a Five Factor Personality Inventory. The analysis of the data obtained reveals that students’ personality traits significantly affect their performance in descriptive writing. Also, both interactionist and interventionist techniques exhibit a positive influence on learners' writing achievement. Furthermore, the study compares the impact of interaction and intervention techniques, concluding that both are effective in enhancing EFL learners' writing achievement. This resonates with the broader academic discourse where dynamic assessment is recognized as a central goal of language learning, and autonomy is considered an indispensable prerequisite for successful language acquisition. The study's results are supported by parallel research reinforcing the positive influence of interactionist and interventionist approaches on learners' writing skills. پرونده مقاله