Firooz Sadighi|Fatemeh Jamasbi|S Mosa Ramezani
The Impact of Using Dynamic Assessment on Iranian’s Writing Literacy
Islamic Azad University of Shiraz|Islamic Azad University of Shiraz|Islamic Azad University of Shiraz
although using dynamic assessment especially educational setting revealed useful approach helping learners achieve higher levels learning much consideration given role teacher mediation dynamic assessment teaching writing literacy persian language study aimed explore possible effects teacher mediation iranian students persian writing skills end 30 iranian persian students selected participants study treatment group taught writing skill da using flexible mediation control group without receiving mediation nondynamic pre posttest writings given groups determine differences writing performance end treatment semistructured interview used know experimental groups opinion teachers assistance data subjected statistical procedure ttest results indicated students experimental group outperformed students control group according semistructured interview da acted low affective filter since saw teacher assistant writing improvement increased motivation