Scaffolding Voices: Dynamic Assessment for Process-Oriented L2 Writing
by Feng Jinghan, Noor Mala Ibrahim, Pei Xiaoyu, Wang Ying, Zhang Mengjie
Published: December 23, 2025 • DOI: 10.47772/IJRISS.2025.91100542
Abstract
Second language (L2) writing instruction faces global challenges: overreliance on static summative assessment (prioritizing products over processes), insufficient personalized feedback in large classrooms (e.g., 40–50 students in China), and students’ struggles with pre-writing planning and revision (Liu & Qi, 2024; Ning, 2021). Process-oriented approaches lack aligned assessment tools, while Dynamic Assessment (DA)—rooted in Vygotsky’s Sociocultural Theory (SCT) and Zone of Proximal Development (ZPD)—integrates instruction and assessment via contingent mediation (Lantolf & Poehner, 2004).