The development of students’ creative potential is one of the objectives of educational programs in TEFL. The ability of TEFL teachers to achieve this objective to shape creative learning environments for their own students’ creative potential depends on their training in such a learning environment. This study attempted to investigate the effect of dynamic assessment-inspired teaching on the creativity of the EFL students, going through creative writing. This study tried to notice which model of dynamic assessment best affects creativity. The creative thinking scale in writing (Torrance, 1990) was used by the researchers to score the descriptors of creative thinking subscales. One-hundred EFL adult learners of both gender who aged between 20 to 22 were recruited to take part in the present study at Soure art and Architecture University, and a sequential explanatory mixed-method design was utilized. The control group received no mediation, and the other two classes received sandwich and cake models of dynamic assessment-related mediations, respectively. A semi-structured interview was conducted with 12 students and three main questions were asked. A thematic analysis was done using qualitative MAXQDA Software which showed a positive attitude of the learners toward this. The results have shown that both the sandwich and cake model of dynamic assessment influenced the creativity of the learners in their writing. Besides, the sandwich model was more beneficial than the cake model. پرونده مقاله

Metadiscourse involves the self-reflective linguistic expressions that refer to the evolving text, the writer, and the imagined readers of that text. This study utilized an interpersonal model of metadiscourse to examine the authors' use of metadiscourse in the Abstract sections of Applied Linguistics Research Articles (RAs). It investigated the distributions of interactive and interactional metadiscourse markers at a corpus of 110 RAs published by celebrity and non-celebrity authors to determine the ways academic writers deploy these resources at a hight-stake research genre to persuade readers in their discourse community. The findings revealed that frame markers with a relative frequency of 112 were the most frequent strategy category for the non-celebrity authors. Moreover, evidentials with a relative frequency of 3 were the least frequently used strategy for the celebrity authors. There were no significant differences in the use of interactive and interactional metadiscourse markers between celebrity and non-celebrity authors. These findings might have implications for the teaching of academic writing and scholarly publishing and for novice writers who aim to publish their studies in academic journals. پرونده مقاله