The Implementation of Dynamic Assessment in EFL Learners’ Writing

Abstract

This research investigates the topic of dynamic assessment (DA) in an Indonesian setting and to a specific degree of competence to extract key facts. In the first phase of the investigation, quantitative data were collected, and analytic approaches were used. In the second phase, a qualitative approach was employed to explore learners' and teachers' impressions of DA on students' writing abilities. The participants were 100 students recruited from the State University of Malang, Indonesia. The paired and independent sample t-test results demonstrated that the DA enhances learners' writing skills on multiple levels, including content, vocabulary, language, organisation, and mechanics. It is strongly recommended that EFL writing teachers in all learning contexts use DA in academic EFL writing programs. Further research can look at some DA concerns and develop acceptable solutions.