The differential effects of dynamic assessment versus coded focused feedback on the process writing of EFL learners

Abstract

The role of corrective feedback in general and focused feedback in particular has been investigated widely in second language (L2) writing over the past several decades. Moreover, Dynamic Assessment (DA) with its roots in socio-cultural theory has been noticed to play a role in fostering language learner development and assessment. However, their differential effects have rarely been investigated. Thus, the present study was an attempt to explore the impact of dynamic assessment (DA) and Coded Focused Feedback (CFF) on the Iranian EFL students’ writing performance