Differential impact of synchronous and asynchronous computer-assisted dynamic assessment on higher-order and lower-order writing skills

This study endeavored to scrutinize the differential impacts of asynchronous and synchronous computer-assisted dynamic assessment (CADA) on English-as-a-foreign-language (EFL) learners’ higher-order and lower-order writing skills. In a quasi-experimental pretest-posttest research design, 60 Iranian EFL university students of both genders were selected through convenience sampling and were randomly assigned to two experimental groups. They experienced dynamic assessment (DA) procedures and received mediation on their writing either asynchronously or synchronously for 12 weeks where the higher-order and lower-order writing skills were rated by the researchers based on the West Virginia Department of Education (WVDE) (2011) writing rubric. The results of MANOVA revealed that both groups performed significantly better on the writing posttest in all the higher-order and lower-order writing skills. Nevertheless, no significant inter-group differences were found in the practiced writing skills on the posttest results. Further, 10 participants were randomly selected from each experimental group to explore their perceptions of and attitudes toward the CADA procedures. Analyzing their responses, it was observed that members of the asynchronous CADA group had more positive perceptions of writing, less level of stress, and more sense of rapport with the instructor. The findings highlight the potential of CADA to enhance EFL learners’ higher-order and lower-order writing skills both in synchronous and asynchronous contexts.