The Effect of Dynamic Assessment on Essay Writing Ability of Iranian EFL Learners: A Gender Related Study

ABSTRACT: The current study investigates the effect of a type of dynamic assessment, Mediated Learning Experience, on the essay writing ability of different genders of Iranian EFL learners. In order to accomplish the goal of this study, 60 pre-intermediate male and female Iranian language learners were selected out of 100 students based on their performance on the standard test of OPT (Oxford Placement Test). They were randomly assigned into two control groups, one male and one female, and two experimental groups, one male and one female in a way that each one consisted of 15 learners. The groups were pre-tested at the beginning and then each passed different treatment periods in 10 sessions. The experimental groups were trained with mediation through mediated learning experience and the control groups were taught in the traditional way of teaching and testing. Finally, all the groups participated in a post-test and a One-Way ANCOVA was used for analyzing the scores obtained from the pre-tests and post-tests in all control and experimental groups. A t-test was also used for comparing the results in the post-tests of the groups and it was revealed that the two experimental groups that experienced the mediation approach, were more successful compared with the other two control groups who were taught traditionally. The findings of this study suggest that dynamic assessment through mediated learning experience, not only promotes the writing ability of the learners, but it is also gender related. Pedagogical implications for teachers and students who are in relation with essay writing teaching and learning are proposed. Keywords: Dynamic assessment, mediated learning experience, zone of proximal development, graduated prompt. …………………………………………………………………………………………………………………………