• Ali Gholami Mehrdad

  Author

• Zahra Sadat Havaeji

  Author

This study concentrated on the effect of Dynamic Assessment approach on the use of
cohesive devices in EFL learners’ writing. The research method was quasi-experimental with
pretest-posttest control format in which a group of 30 intermediate students were conveniently
sampled and divided into two groups: a control and an experimental group. Before the
treatment, a pretest was administered to the groups. During the six sessions, a dynamic
assessment approach was applied to the experimental group. For the other class (control group),
the ordinary process of writing instruction was used, and ultimately, all participants were given
a posttest. The data collected from the two tests were then analyzed by running ANCOVA. The
results indicated that there was a significant difference between the performances of the two
groups, so that the experimental group outperformed the control one. The findings may have
important implications for ESL/EFL teachers and material producers.

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