en Dynamic Assessment of Iranian EFL Learners’ Past Tense Development in the Context of Writing Practice: A Socio-constructive Perspective تخصصي Special پژوهشي Research <span style="font-size:11pt"><span style="line-height:normal"><span style="text-autospace:none"><span calibri="" style="font-family:"><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">This paper attempted to explore the impact of dynamic assessment (DA) in improving EFL students&rsquo; writing ability. To this end, 60 homogenous pre-intermediate EFL learners from a private high school participated in this study and after administering QPT, the forty students were randomly divided into two equal groups; 20 learners in an experimental group and 20 learners in a control group with the same age and the same English knowledge and background. In the first session of instruction, the pre-test was administered in order to evaluate the learners&rsquo; writing ability. Then the control group received the traditional approach and the experimental group was exposed to dynamic assessment instruction to learn how to write with more efficiency. The treatment endured 12 sessions. The results of data analysis showed that the experimental group improved significantly. It is indicated that the dynamic assessment procedure is more efficient in teaching writing than the traditional methods. Furthermore, dynamic assessment enhances L2 writing and can play a crucial role in language learning.</span></span></span></span></span></span><br> &nbsp; <span style="font-size:11pt"><span style="line-height:normal"><span style="text-autospace:none"><span calibri="" style="font-family:"><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">This paper attempted to explore the impact of dynamic assessment (DA) in improving EFL students&rsquo; writing ability. To this end, 60 homogenous pre-intermediate EFL learners from a private high school participated in this study and after administering QPT, the forty students were randomly divided into two equal groups; 20 learners in an experimental group and 20 learners in a control group with the same age and the same English knowledge and background. In the first session of instruction, the pre-test was administered in order to evaluate the learners&rsquo; writing ability. Then the control group received the traditional approach and the experimental group was exposed to dynamic assessment instruction to learn how to write with more efficiency. The treatment endured 12 sessions. The results of data analysis showed that the experimental group improved significantly. It is indicated that the dynamic assessment procedure is more efficient in teaching writing than the traditional methods. Furthermore, dynamic assessment enhances L2 writing and can play a crucial role in language learning.</span></span></span></span></span></span><br> <br> &nbsp; Dynamic assessment, mediation, writing, zone of proximal development (ZPD) Dynamic assessment, mediation, writing, zone of proximal development (ZPD) 1 15 http://ijreeonline.com/browse.php?a_code=A-10-1219-1&slc_lang=en&sid=1 Tila Fayyaz Moghaddam Tila Fayyaz Moghaddam 10031947532846003506 10031947532846003506 No 1Department of English Language Translation, Lahijan Branch, Islamic Azad University, Lahijan, Iran Department of English Translation,Lahijan Branch, Islamic AzadUniversity, Lahijan, Iran Iraj Montashery Iraj Montashery iraj.montashery@gmail.com 10031947532846003507 10031947532846003507 Yes Department of English Translation,Lahijan Branch, Islamic AzadUniversity, Lahijan, Iran 1Department of English Language Translation, Lahijan Branch, Islamic Azad University, Lahijan, Iran