Aghaebrahimian, A., Rahimirad, M., Ahmadi, A., & Alamdari, J. K. (2014). Dynamic assessment of writing skill in advanced EFL Iranian learners. Procedia-Social and Behavioral Sciences, 98, 60-67.
Aljaafreh, A., & Lantolf, J. P. (1994). Negative feedback as regulation and second language learning in the zone of proximal development. The Modern Language Journal, 78(4), 465-483.
Andujar, A. (2020). Mobile-mediated dynamic assessment: A new perspective for second language development. ReCALL, 32(2), 178-194.
Antón, M. (2003). Dynamic assessment of advanced foreign language learners. American Association of Applied Linguistics, Washington, DC.
Barkaoui, K. (2007). Teaching writing to second language learners: Insights from theory and research. TESL Reporter, 40, 14-14.
Biantoro, B. (2020). Exploring the Integrations of MALL into English Teaching and Learning for Indonesian EFL Students in Secondary Schools. Celtic: A Journal of Culture, English Language Teaching, Literature and Linguistics, 7(2), 102-117.
Borjian, M. (2013). English in post-revolutionary Iran. In English in Post-Revolutionary Iran. Multilingual Matters.
Burston, J. (2014). MALL: The pedagogical challenges. Computer Assisted Language Learning, 27(4), 344-357.
Crompton, H. (2013). A historical overview of mobile learning: Toward learner-centered education. Handbook of mobile learning, 3-14
Davin, K. J., & Donato, R. (2013). Student collaboration and teacher‐directed classroom dynamic assessment: A complementary pairing. Foreign Language Annals, 46(1), 5-22.
Ebadi, S., & Bashir, S. (2021). An exploration into EFL learners’ writing skills via mobile-based dynamic assessment. Education and Information Technologies, 26(2), 19-32.
Ebadi, S., & Rahimi, M. (2018). An exploration into the impact of WebQuest-based classroom on EFL learners’ critical thinking and academic writing skills: A mixed-methods study. Computer Assisted Language Learning, 31(5-6), 617-651.
Ebadi, S., & Rahimi, M. (2019). Mediating EFL learners’ academic writing skills in online dynamic assessment using Google Docs.
Computer Assisted Language Learning,
32(5–6), 527–555.
https://doi.org/10.1080/09588221.2018.1527362
Erfani, S. S., & Nikbin, S. (2015). The Effect of Peer-Assisted Mediation vs. Tutor-Intervention within Dynamic Assessment Framework on Writing Development of Iranian Intermediate EFL Learners. English Language Teaching, 8(4), 128-141.
Flower, L., & Hayes, J. R. (1981). A cognitive process theory of writing. College Composition and Communication, 32(4), 365-387.
Glazier, T.F. (1994). The Least You Should Know about English Writing Skills. USA: Harcourt Brace College Publishers.
Hamp-Lyons, L., & Heasley, B. (2006). Study writing: A course in written English for academic purposes. Cambridge University Press.
Hassan Taj, I., Sulan, N., Sipra, M., & Ahmad, W. (2016). Impact of mobile assisted language learning (MALL) on EFL: A meta-analysis. Advances in language and literary studies, 7(2).
Heidari, F. (2019). The Effect of Dynamic Assessment of Toulmin Model through Teacher- and Collective-Scaffolding on Argument Structure and Argumentative Writing Achievement of Iranian EFL Learners.
Iranian Journal of Applied Language Studies,
11(2), 115-140.
doi: 10.22111/ijals.2019.5445
Hidri, S. (2019). Static vs. dynamic assessment of students’ writing exams: a comparison of two assessment modes. International Multilingual Research Journal, 13(4), 239-256.
Jayanti, A. D. (2019). Students’ Writing Ability on English Descriptive Text at Grade VIII in SMPN 33 Padang. ENGLISH FRANCA: Academic Journal of English Language and Education, 3, 01-71.
Jiang, D., Renandya, W. A., & Zhang, L. J. (2017). Evaluating ELT multimedia courseware from the perspective of cognitive theory of multimedia learning. Computer Assisted Language Learning, 30(7), 726-744.
Ketabi, S., & Torabi, R. (2012). Teaching academic writing in Iranian EFL classrooms: Teacher-initiated comments or peer-provided feedback. Research in English Language Pedagogy, 1(2), 58-65.
Knoch, U., May, L., Macqueen, S. S., Pill, J., & Storch, N. (2016). Transitioning from university to the workplace: Stakeholder perceptions of academic and professional writing demands.
Krivoruchko, V. A., Raissova, A. B., Makarikhina, I. M., Yergazinova, G. D., & Kazhmuratova, B. R. (2015). Mobile-Assisted Learning as a Condition for Effective Development of Engineering Students' Foreign Language Competence. International Education Studies, 8(7), 158-168.
Kukulska‐Hulme, A., Lee, H., & Norris, L. (2017). Mobile learning revolution: Implications for language pedagogy. The handbook of technology and second language teaching and learning, 217-233.
Lai, C., & Zheng, D. (2018). Self-directed use of mobile devices for language learning beyond the classroom. ReCALL, 30(3), 299-318.
Lantolf, J. P., & Poehner, M. E. (2013). The unfairness of equal treatment: Objectivity in L2 testing and dynamic assessment. Educational Research and Evaluation, 19(2-3), 141-157.
Lee, C. (2020). A study of adolescent English learners’ cognitive engagement in writing while using an automated content feedback system. Computer Assisted Language Learning, 33(1-2), 26-57.
Li, S., & Roshan, S. (2019). The associations between working memory and the effects of four different types of written corrective feedback. Journal of Second Language Writing, 45, 1-15.
Lidz, C. S. E. (1987). Dynamic assessment: An interactional approach to evaluating learning potential. USA: Guilford Press.
Loewen, S., Crowther, D., Isbell, D. R., Kim, K. M., Maloney, J., Miller, Z. F., & Rawal, H. (2019). Mobile-assisted language learning: A Duolingo case study. ReCALL, 31(3), 293-311.
Malmir, A. (2020). The effect of interactionist vs. interventionist models of dynamic assessment on L2 learners’ pragmatic comprehension accuracy and speed. Issues in Language Teaching, 9(1), 279-320.
Mohammadi, L. (2016). The effect of applying time constraints on IELTS candidates’ writing error types and their attitudes. Unpublished Master’s Thesis). Payame Noor University, Iran.
Mundhe, G. B. (2015). Teaching receptive and productive language skills with the help of techniques. An International Journal in English, 1(2), 1-6.
Nariyati, N. P. L., & Pratiwi, N. P. A. (2020). EFL Pre-Service Teachers' Perception toward the Use of Mobile Assisted Language Learning in Teaching English. International Journal of Language Education, 4(1), 38-47.
Negretti, R., & Mežek, Š. (2019). Participatory appropriation as a pathway to self-regulation in academic writing: The case of three BA essay writers in literature. Journal of Writing Research, 11(1).
Nuraeni, C. (2021). Maximizing mobile-assisted language learning (MALL) amid Covid-19 pandemic: Teachers’ perception. Metathesis: Journal of English Language, Literature, and Teaching, 5(1), 11-18.
Nuraeni, C., Carolina, I., Supriyatna, A., Widiati, W., & Bahri, S. (2020, November). Mobile-Assisted Language Learning (MALL): Students’ perception and problems towards mobile learning in English language. In Journal of Physics: Conference Series (Vol. 1641, No. 1, p. 012027). IOP Publishing.
Poehner, M. E. (2007). Beyond the test: L2 dynamic assessment and the transcendence of mediated learning. The Modern Language Journal, 91(3), 323-340.
Poehner, M. E. (2008). Dynamic assessment: A Vygotskian approach to understanding and promoting L2 development (Vol. 9). Springer Science & Business Media.
Poehner, M. E. (2009). Group dynamic assessment: Mediation for the L2 classroom. TESOl Quarterly, 43(3), 471-491.
Poehner, M. E. (2011). Dynamic assessment: Fairness through the prism of mediation. Assessment in Education: Principles, Policy & Practice, 18(2), 99-112.
Poehner, M. E., & Compernolle, R. A. V. (2020). Reconsidering time and process in L2 dynamic assessment. In Toward a Reconceptualization of Second Language Classroom Assessment (pp. 173-195). Springer, Cham.
Poehner, M. E., & Lantolf, J. P. (2005). Dynamic assessment in the language classroom. Language Teaching Research, 9(3), 233-265.
Rad, H. S. (2021). Exploring use of mobile-mediated hybrid dynamic assessment in improving EFL learners’ descriptive writing skills. Computer-Assisted Language Learning, 22(1), 111-127.
Rezaee, A. A., Alavi, S. M., & Razzaghifard, P. (2020). Mobile-based dynamic assessment and the development of EFL students' oral fluency. International Journal of Mobile Learning and Organisation, 14(4), 511-532.
Shrestha, P. N. (2017). Investigating the learning transfer of genre features and conceptual knowledge from an academic literacy course to business studies: Exploring the potential of dynamic assessment. Journal of English for Academic Purposes, 25, 1-17.
Shrestha, P., & Coffin, C. (2012). Dynamic assessment, tutor mediation and academic writing development. Assessing writing, 17(1), 55-70.
Suherman, A. (2020). The Effects of Dynamic Assessment on Reading Skill Performance: A Study of Indonesian EFL Learners. Metathesis: Journal of English Language, Literature, and Teaching, 4(2), 151-162.
Sulisworo, D., Rahayu, T., & Akhsan, R. N. (2016). The students’ academic writing skill after implementing blended learning using Facebook, 176-191.
Sutrisna, I. P. E., Ratminingsih, N. M., & Artini, L. P. (2018). Mall-based English instruction. JPI (Jurnal Pendidikan Indonesia), 7(1), 30-40.
Torabi, S., & Safdari, M. (2020). The effects of electronic portfolio assessment and dynamic assessment on writing performance. Computer-Assisted Language Learning Electronic Journal, 21(2), 51-69.
Vakili, S., & Ebadi, S. (2019). Exploring EFL learners’ developmental errors in academic writing through face-to-Face and Computer-Mediated dynamic assessment. Computer Assisted Language Learning, 1-36.
Xu, Q., & Peng, H. (2017). Investigating mobile-assisted oral feedback in teaching Chinese as a second language. Computer Assisted Language Learning, 30(3-4), 173-182.
)