The present study aimed to investigate the effect of Emotionalized Dynamic Assessment
(EDA) on the writing performance of Iranian pre-intermediate EFL learners. Dynamic
Assessment (DA), as an instructional–assessment approach, integrates teaching and testing
within a unified framework; however, the role of emotional components in this process has
received little attention. This quasi-experimental research employed a pre-test–post-test
control group design. The participants were thirty 13-year-old female Iranian learners,
selected from three intact classes: one control group (receiving standard DA) and two
experimental groups (face-to-face and online), both of which received Emotionalized
Dynamic Assessment. Data were collected through the Trait Emotional Intelligence Questionnaire–Adolescent
Short Form (TEIQue-ASF) and writing tests based on 20 target words. During each of the
eight intervention sessions, learners produced four sentences using the assigned words;
however, in the experimental groups, the sentences included one emotional word, and the
teacher provided emotional mediation through guidance and discussion of feelings. The
writing data were analyzed according to the Complexity, Accuracy, and Fluency (CAF)
framework, with accuracy rated manually. Quantitative analyses revealed that both experimental groups outperformed the control group in the post-test, showing significant improvements in accuracy, syntactic complexity, and lexical complexity. Furthermore, a comparison between the two experimental groups
indicated that the online group benefited from emotional mediation to a similar extent as
the face-to-face group.
The findings suggest that integrating emotional components into DA enhances learners’
cognitive and emotional engagement, improves writing quality, and raises emotional
awareness. Overall, the results indicate that Emotionalized Dynamic Assessment can serve
as an effective approach for fostering both linguistic abilities and emotional intellig