References
- Ableeva, R. (2008). The effects of dynamic assessment on L2 listening comprehension. In J. P. Lantolf, & M. E. Poehner (Eds.), Sociocultural theory and the teaching of second languages (pp. 57–86). Equinox.
- Alavi, S. B., KheirAbadi, R., Rahimi, M., & Darvishi, H. (2016). Vision 1, 2 &3 English for schools. Iranian School Textbooks Publication.
- Alavi, S. M., Kaivanpanah, S., & Shabani, K. (2012). Group dynamic assessment: An inventory of mediational strategies for teaching listening. Journal of Teaching Language Skills, 3(4), 27–58. https://doi.org/10.22099/jtls.2011.370
- Alavi, S. M., & Taghizadeh, M. (2014). Dynamic assessment of writing: The impact of implicit/explicit mediations on L2 learners’ internalization of writing skills and strategies. Educational Assessment, 19(1), 1–16. https://doi.org/10.1080/10627197.2014.869446
- Alemi, M., Miri, M., & Mozafarnezhad, A. (2019). Investigating the effects of online concurrent group dynamic assessment on enhancing grammatical accuracy EFL learners. International Journal of Language Testing, 9(2), 29–43. https://www.ijlt.ir/article_114279.html.
- Aljaafreh, A., & Lantolf, J. P. (1994). Negative feedback as regulation and second language learning in the zone of proximal development. Modern Language Journal, 78(4), 465–483. https://doi.org/10.2307/328585
- Antón, M. (2009). Dynamic assessment of advanced second language learners. Foreign Language Annals, 42(3), 576–598. https://doi.org/10.1111/j.1944-9720.2009.01030.x
- Ashtarian, S., Ebadi, S., & Yousofi, N. (2018). Group dynamic assessment in an EFL classroom: Do secondary interactants benefit? Iranian Journal of Applied Linguistics, 21(2), 1–42. http://ijal.khu.ac.ir/article-1-2934-fa.html.
- Besharati, F. (2018). An interactionist dynamic assessment of essay writing via Google Docs: A case of three Iranian EFL university students. Iranian Journal of English for Academic Purposes, 7(1), 96–114. https://dorl.net/dor/20.1001.1.24763187.2018.7.1.6.9.
- Birjandi, P., & Hadidi Tamjid, N. (2012). The role of self-, peer and teacher assessment in promoting Iranian EFL learners’ writing performance. Assessment & Evaluation in Higher Education, 37(5), 513–533. https://doi.org/10.1080/02602938.2010.549204
- Bouhnik, D., & Deshen, M. (2014). WhatsApp goes to school: Mobile instant messaging between teachers and students. Journal of Information Technology Education: Research, 13, 217–231. https://doi.org/10.28945/2051
- Browker, N. (2007). Academic writing: A guide to tertiary level writing. Massey University.
- Brown, H. D. (2015). Principles of language learning and teaching. Longman.
- Carless, D. (2007). Learning-oriented assessment: Conceptual bases and practical implications. Innovations in Education and Teaching International, 44(1), 57–66. https://doi.org/10.1080/14703290601081332
- Carter, R. (2003). Language awareness. ELT Journal, 57(1), 64–65. https://doi.org/10.1093/elt/57.1.64
- Cioffi, G., & Carney, J. J. (1997). Dynamic assessment of composing abilities in children with learning disabilities. Educational Assessment, 4(3), 175–202. https://doi.org/10.1207/s15326977ea0403_2
- Crusan, D. (2010). Assessment in the second language writing classroom. University of Michigan Press.
- Davin, K. J., & Donato, R. (2013). Student collaboration and teacher-directed classroom dynamic assessment: A complementary pairing. Foreign Language Annals, 46(1), 5–22. https://doi.org/10.1111/flan.12012
- Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Lawrence Erlbaum Associates Publishers.
- Dornyei, Z. (2007). Research methods in applied linguistics. Oxford University Press.
- Ebadi, S., & Bashir, S. (2020). An exploration into EFL learners’ writing skills via mobile-based dynamic assessment. Education and Information Technologies, 26(1), https://doi.org/10.1007/s10639-020-10348-4
- Elkonin, D. B. (2005a). The psychology of play: Preface. Journal of Russian and East European Psychology, 43(1), 11–21. https://doi.org/10.1080/10610405.2005.11059245
- Elliott, J. G. (2000). The psychological assessment of children with learning difficulties. British Journal of Special Education, 27(2), 59–66. https://doi.org/10.1111/1467-8527.00161
- Ellis, R. (2008). The study of second language acquisition. Oxford University Press.
- Ellis, R., & Barkhuizen, G. (2005). Analyzing learner language. Oxford University Press.
- Estaji, M., & Farahanyniab, M. (2019). The immediate and delayed effect of dynamic assessment approaches on EFL learners’ oral narrative performance and anxiety. Educational Assessment, 24(2), 135–154. https://doi.org/10.1080/10627197.2019.1578169
- Farrokh, P., & Rahmani, A. (2017). Dynamic assessment of writing ability in transcendence tasks based on Vygotskian perspective. Asian-Pacific Journal of Second and Foreign Language Education, 2(10), 1–23. https://doi.org/10.1186/s40862-017-0033-z
- Fry, K. (2001). E-learning markets and providers: Some issues and prospects. Education and Training, 43(4/5), 233–239. https://doi.org/10.1108/EUM0000000005484
- Glutting, J. J., & McDermott, P. A. (1990). Score structures and applications of core profile types in the McCarthy scales standardization sample. The Journal of Special Education, 24(2), 212–233. https://doi.org/10.1177/002246699002400209
- Haywood, H. C., & Lidz, C. S. (2007). Dynamic assessment in practice. Clinical and educational applications. Cambridge University Press.
- Haywood, H. C., & Tzuriel, D. (2002). Applications and challenges in dynamic assessment. Peabody Journal of Education, 77(2), 40–63. https://doi.org/10.1207/S15327930PJE7702_5
- Hyland, K. (2006). English for academic purposes: An advanced resource book. Routledge.
- Hyland, K. (2016). Teaching and researching writing. Routledge.
- Ibrahim, A. B., Hafiz, H., & Idris, R. G. (2015). Psychometric properties of WhatsApp use and perceived academic performance: An exploratory factor analysis. Journal of Creative Writing, 1(4), 57–64. https://journals.discinternational.org/index.php/jocw/article/view/46.
- Kao, Y.-T., & Kuo, H. C. (2021). Diagnosing l2 English learners’ listening difficulties and learning needs through computerized dynamic assessment. Interactive Learning Environments, 29(2), https://doi.org/10.1080/10494820.2021.1876738
- Kozulin, A. (2011). Learning potential and cognitive modifiability. Assessment in Education: Principles, Policy & Practice, 18(2), 169–181. https://doi.org/10.1080/0969594X.2010.526586
- Lantolf, J. (2000). Introducing sociocultural theory. In J. P. Lantolf (Ed.), Sociocultural theory and second language learning (pp. 1–26). Oxford University Press.
- Lantolf, J. P. (2004). Sociocultural theory and second language acquisition. In R. B. Kaplan (Ed.), The Oxford handbook of applied linguistics (pp. 104–114). OUP.
- Lantolf, J. P., & Poehner, M. E. (2010). Dynamic assessment in the classroom: Vygotskian praxis for second language development. Language Teaching Research, 15(1), 11–33. https://doi.org/10.1177/1362168810383328
- Lantolf, J. P., & Poehner, M. E. (2014). Sociocultural theory and the pedagogical imperative in L2 education. Vygotskian praxis and the research/practice divide. Routledge.
- Lantolf, J. P., & Thorne, S. L. (2006). Sociocultural theory and the genesis of L2 development. Oxford University Press.
- Lidz, C. S., & Gindis, B. (2003). Dynamic assessment of the evolving cognitive functions in children. In A. Kozulin, B. Gindis, V. S. Ageyev, & S. M. Miller (Eds.), Vygotsky’s educational theory in cultural context (pp. 99–116). Cambridge University Press.
- Lin, S., Liu, E. Z. F., & Yuan, S. M. (2001). Web-based peer assessment: Feedback for students with various thinking-styles. Journal of Computer Assisted Learning, 17(4), 420–432. https://doi.org/10.1046/j.0266-4909.2001.00198.x
- Luria, A. R. (1961). Study of the abnormal child. American Journal of Orthopsychiatry: A Journal of Human Behavior, 31(1), 1–16. https://doi.org/10.1111/j.1939-0025.1961.tb02104.x
- Mackey, A., & Gass, S. M. (2016). Second language research: Methodology and design. Routledge.
- McConnell, S. (2002). Interventions to facilitate social interaction for young children with autism: Review of available research and recommendations for educational intervention and future research. Journal of Autism and Developmental Disorders, 32(5), 351–372. https://doi.org/10.1023/A:1020537805154
- Mehri Kamrood, A., Davoudi, M., Ghaniabadi, S., & Amirian, M. R. (2019). Diagnosing L2 learners’ development through online computerized dynamic assessment. Computer Assisted Language Learning, 32(1-2), 1–30. https://doi.org/10.1080/09588221.2019.1645181
- Mitchell, R., Myles, F., & Marsden, E. J. (2013). Second language learning theories: Third edition. Routledge.
- Morgan, C., & O’Reilly, M. (2001). Innovations in online assessment. In F. Lockwood & A. Gooley (Eds.), Innovation in open & distance learning: Successful development of online and web-based learning (pp. 179–188). Routledge.
- Naghdipour, B. (2016). Incorporating formative assessment in Iranian EFL writing: A case study. The Curriculum Journal, 28(2), 1–17. https://doi.org/10.1080/09585176.2016.1206479
- Nassaji, H., & Swain, M. (2010). A Vygotskian perspective on corrective feedback in L2: The effect of random versus negotiated help on the learning of English articles. Language Awareness, 9(1), 34–51. https://doi.org/10.1080/09658410008667135
- Nunan, D. (2004). Task-based language teaching. Cambridge University Press.
- Ohta, A. S. (2001). Second language acquisition processes in the classroom: Learning Japanese. Erlbaum.
- Pena, E. D., & Gillam, R. B. (2000). Dynamic assessment of the children referred for speech and language evaluation. In C. Lidz, & J. G. Elliott (Eds.), Dynamic assessment: Prevailing models and applications (pp. 258–275). Elsevier.
- Poehner, M. E. (2009). Group dynamic assessment: Mediation for the L2 classroom. TESOL Quarterly, 43(3), 471–491. https://doi.org/10.1002/j.1545-7249.2009.tb00245.x
- Poehner, M. E., & Infante, P. (2015). Mediated development as inter-psycho-logical activity for L2 education (Vol. 2, pp. 161–183). Language and Sociocultural Theory.
- Poehner, M. E., & Infante, P. (2016). Mediated development: A Vygotskian approach to transforming second language learner abilities. TESOL Quarterly, 51(2), 1–26. https://doi.org/10.1002/tesq.308
- Poehner, M. E., & Lantolf, J. P. (2005). Dynamic assessment in the language classroom. Language Teaching Research, 9(3), 233–265. https://doi.org/10.1191/1362168805lr166oa
- Poehner, M. E., & Lantolf, J. P. (2013). Bringing the ZPD into the equation: Capturing L2 development during computerized dynamic assessment. Language Teaching Research, 17(3), 323–342. https://doi.org/10.1177/1362168813482935
- Poehner, M. E., Zhang, J., & Lu, X. (2015). Computerized dynamic assessment (C-DA): Diagnosing L2 development according to learner responsiveness to mediation. Language Testing, 32(3), 337–321. https://doi.org/10.1177/0265532214560390
- Pu, H. (2021). Implementing online ELT in the time of crisis: Ordeal or opportunity? ELT Journal, 74(3), 345–348. https://doi.org/10.1093/elt/ccaa030
- Rashidi, N., & Bahadori Nejad, Z. (2018). An investigation into the effect of dynamic assessment on the EFL learners’ process writing development. SAGE Open, 8(2), 1–14. https://doi.org/10.1177/21582440187844643
- Ravitch, D. (2010). The death and life of the great American school system: How testing and choice are undermining education. Basic Books.
- Riazi, A. M. (2016). The Routledge encyclopedia of research methods in applied linguistics. Routledge.
- Richard, H., & Haya, A. (2009). Examining student decision to adopt web 2.0 technologies: Theory and empirical tests. Journal of Computing in Higher Education, 21(3), 183–198. https://doi.org/10.1007/s12528-009-9023-6
- Richards, J. C. (1990). The teacher as self-observer. In J. C. Richards (Ed.), The language teaching matrix (pp. 118–143). Cambridge University Press.
- Rubin, L. (2002). “I just think maybe you could … ”: Peer critiquing through online conversations. Teaching English in the Two-Year College, 29(4), 382–392.
- Russell, J., Elton, L., Swinglehurst, D., & Greenhalgh, T. (2006). Using the online environment in assessment for learning: A case-study of a web-based course in primary care. Assessment & Evaluation in Higher Education, 31(4), 465–478. https://doi.org/10.1080/02602930600679209
- Sacks, P. (1999). Standardized minds. Perseus Books.
- Shabani, K. (2018). Group dynamic assessment of L2 learners’ writing abilities. Iranian Journal of Language Teaching Research, 6(1), 129–149. https://doi.org/10.30466/ijltr.2018.20494
- Shrestha, P., & Coffin, C. (2012). Dynamic assessment, tutor mediation and academic writing development. Assessing Writing, 17(1), 55–70. https://doi.org/10.1016/j.asw.2011.11.003
- Such, B. (2019). Scaffolding English language learners for online collaborative writing activities. Interactive Learning Environments, 29(3), 473–481. https://doi.org/10.1080/10494820.2019.1579233
- Tabatabaee, M., Alidoust, M., & Sarkeshikian, A. (2018). The effect of interventionist and cumulative group dynamic assessments on EFL learners’ writing accuracy. Applied Linguistics Research Journal, 2(1), 1–11. https://doi.org/10.14744/alrj.2018.36854
- Tsai, C. C. (2009). Internet-based peer assessment in high school settings. In L. T. W. Hin, & R. Subramaniam (Eds.), Handbook of research on new media literacy at the K-12 level: Issues and challenges (pp. 743–754). Information Science Reference.
- Tsai, C. C., & Liang, J. C. (2009). The development of science activities via on-line peer assessment: The role of scientific epistemological views. Instructional Science, 37(3), 293–310. https://doi.org/10.1007/s11251-007-9047-0
- Tsai, C. C., Lin, S. S. J., & Yuan, S. M. (2001). Developing science activities through a networked peer assessment system. Computers & Education, 38(1-3), 241–252. https://doi.org/10.1016/S0360-1315(01)00069-0
- Vakili, S., & Ebadi, S. (2019). Investigating contextual effects on Iranian EFL learners` mediation and reciprocity in academic writing. Cogent Education, 6(1), 1–26. https://doi.org/10.1080/2331186X.2019.1571289
- Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
- Vygotsky, L. S. (1999). Tänkande och språk. [Thought and language] Tr. K. Öberg Lindsten. Göteborg: Daidalos.
- Weigle S. C. 2014. Considerations for teaching second language writing. In M. Celece-Murcia, D. M Briton, & M. A. Snow (Eds.), Teaching English as a second or foreign language (pp. 222–237). Sherrise Rooeher Publication.
- Xiaoxiao, L., & Yan, L. (2010). A case study of dynamic assessment in EFL process writing. Chinese Journal of Applied Linguistics, 33(1), 24–40. https://doi .org/@inproceedings{Xiaoxiao2010ACS.
- Yang, Y. F., & Tsai, C. C. (2010). Conceptions of and approaches to learning through online peer assessment. Learning and Instruction, 20(1), 72–83. https://doi.org/10.1016/j.learninstruc.2009.01.003
- Zhang, M., van Rijn, P. W., Deane, P., & Bennett, R. E. (2019). Scenario-based assessments in writing: An experimental study. Educational Assessment, 24(2), 73–90. https://doi.org/10.1080/10627197.2018.1557515
- Zhang, Y. H. (2010). Constructing dynamic assessment mode in college English writing class. Journal of PLA University of Foreign Languages, 1, 46–50. http://caod.oriprobe.com/articles/18294935/Constructing_Dynamic_Assessment_Mode_in_College_English_Writing_Class.htm.
- Zuckweiler, K. M. (2012). Using technologies to enhance student learning in the online classroom. Decision Line: Decision Sciences Institute, 43(4), 1–8.