Neda Hosseini Mohtasham - Department of English Language and Literature, Ferdowsi University of Mashhad
Morteza Amirsheibani - Department of English Language and Literature, Ferdowsi University of Mashhad, International Branch
Matin Iraji - Department of English Language and Literature, Khorasgan Branch, Islamic Azad University

Dynamic Assessment (DA) which has been derived from the concept of development in Vygotsky’s Zone of Proximal Development (ZPD) does not separate instruction from assessment; but rather, it is in favor of a teacher-learner unity that works jointly towards learners’ future progress through their ZPD. This study introduces DA and suggests a simple framework for English writing instruction based on the principles of DA. On the one hand, it determines the effect of gender of EFL learners on DA; on the other hand, it determines the participants’ attitude towards DA. After conducting the Oxford Placement Test (OPT), 16 intermediate EFL learners, ٨ males and 8 females, received the intervention through the graduated prompt, one of the techniques of DA, during writing. The results did not show a significant difference between males and females. Finally, in order to obtain the attitudes of EFL learners towards the application of DA, a questionnaire was administered. The EFL learners’ performance on the questionnaire showed their positive attitude towards the application of DA. The beneficial effect of DA on EFL writing ability can have useful implications for EFL learners, teachers and designers.

Assessment, Dynamic Assessment, Graduated Prompt, Writing Process, Writing Process, Zone of Proximal Development