%0 Journal Article %T Dynamic Assessment and EFL Learners' Writing Journey: Focus on DA Modalities and Writing Revision Types %J Teaching English Language %I Teaching English Language and Literature Society of Iran (TELLSI) %Z 2538-5488 %A Etemadi, Seyed Hamed %A Abbasian, Gholam-Reza %D 2023 %\ 01/01/2023 %V 17 %N 1 %P 53-79 %! Dynamic Assessment and EFL Learners' Writing Journey: Focus on DA Modalities and Writing Revision Types %K Dynamic assessment %K Authoritative/Facilitative Interventions %K Revision Types %K Writing Skills %R 10.22132/tel.2022.162923 %X In comparison with the four main language skills, the writing skill has revealed that students are struggling with writing problems mainly due to ineffective feedback. Under the insights of Vygotsky's Socio-cultural Theory (SCT), DA intended to combine instruction and assessment and warrant both instruction and feedback quality. The present quasi-experimental study tried to investigate the effectiveness of the interventionist DA modalities (i.e., authoritative and facilitative) in developing the writing revision types of a sample of 120 advanced Iranian EFL learners in the form of two experimental and one control group. They produced sample essays for both diagnostic and achievement purposes; but in the interim, each experimental group was exposed to specific DA-oriented interventions while the control group received its conventional non-dynamic mainstream of teaching writing revision types. Parametric statistical analyses (MANOVA and one-way ANOVA) run forurposes revealed interesting findings: 1) significant differences among the three groups in favor of DA-interventions; 2) significant difference of facilitative-DA modality over authoritative-DA modality; 3) significant differences with regard to Addition Deletion, and Substitution, 4) but no differences between the control group and the experimental groups in ‘Permutation’ were detected. %U http://www.teljournal.org/article_162923_0e810afc4d1fead31e43f4734cbce8fa.pdf