۱۶۱. Investigating Dynamic Writing Assessment in a Web 2.0 Asynchronous Collaborative Computer-Mediated Context نویسنده: زهره زعفرانی پرویز مفتون منبع: Iranian Journal of Applied Linguistics (IJAL) Vol. ۱۹, No. ۲, September ۲۰۱۶ کلید واژه ها: dynamic assessment Web 2.0 Vocabulary complexity Syntactic complexity Quantity of overall information Patterns of interaction حوزه های تخصصی: حوزههای تخصصی زبان شناسی علوم مرتبط آموزش زبان دوم تعداد بازدید : ۲۱۳ چکیده تعداد دانلود : ۱۱۸ This study aims at investigating the effect of dynamic assessment (DA) on L2 writing achievement if applied via blogging as a Web 2.0 tool, as well as examining which pattern of interaction is more conducive to learning in such an environment. The results of the study indicate that using weblogs to provide mediation contributes to the enhancement of the overall writing performance, vocabulary and syntactic complexity, and quantity of overall information presented in a single paragraph. That is to say, DA procedures are applicable via Web 2.0 tools and are advantageous to L2 learners’ writing suggesting that L2 practitioners and instructors should actively consider the integration of Web 2.0 technology into L2 education system using DA. Moreover, the collaborative pattern of interaction as compared to expert/novice, dominant/passive, and dominant/dominant patterns is found to be more conducive to fostering writing achievement in the asynchronous computer-mediated communication environment.