Mobile-Mediated Versus Face-to-Face Dynamic Assessment, EFL Learners’ Writing Fluency, and Strategy Awareness

A Sociocultural Perspective


  • Ardalan Kaveh Islamic Azad University
  • Ehsan Rassaei Majan University College



dynamic assessment, sociocultural theory, mobile-mediated language learning, writing fluency, strategy awareness


The current study examined the effects of mobile-mediated versus face-to-face dynamic assessment (DA) on EFL learners’ writing fluency and strategy awareness during four treatment sessions. To fulfill this objective, a total of 45 Iranian EFL learners were randomly selected and assigned into two experimental conditions, which included one mobile-mediated and one face-to-face DA condition, and one control group. Then, the participants of the experimental conditions were engaged in mobile-mediated and face-to-face DA sessions targeting their writing fluency while the control group students were just asked to write. The results of data analysis indicated that both mobile-mediated and face-to-face DA conditions were beneficial for EFL learners’ writing fluency and revealed that mobile-mediated DA was more effective than face-to-face DA. Moreover, the results showed that mobile-mediated DA enhanced learners’ writing strategy awareness.


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How to Cite

Kaveh, A., & Rassaei, E. (2022). Mobile-Mediated Versus Face-to-Face Dynamic Assessment, EFL Learners’ Writing Fluency, and Strategy Awareness: A Sociocultural Perspective. Language and Sociocultural Theory, 9(1), 34–68.