This study utilizing a sequential explanatory mixed-methods design explored the impact of mobile-based dynamic assessment (MDA) on EFL learners’ writing skills. Three intact classes (N = 30), including intermediate EFL learners attending a private English language school in Iran, participated in this study. They were evenly divided into two experimental and one control groups. The DIALNG online diagnostic test was used to assess the participants’ written proficiency and also as an instrument to collect the pre-and post-test scores. During the treatment sessions, the students were required to complete writing tasks over their Google Docs mobile app shared with the instructor. She provided text- and voice-based mediations to the experimental groups following an interactionist DA using both WhatsApp and Google Docs. Follow-up interviews were conducted to assess the experimental groups’ perceptions towards each mediation type. T-test and ANOVA along with the thematic analysis were used to analyze the quantitative and qualitative data, respectively. The findings showed that only the text group’s post-test scores significantly improved and there was a significant difference among the three groups in their post-test scores which indicated outperformance of the voice group. The overall results showed that MDA enhances EFL learners’ written proficiency as a result of the collaborations between the learners and the instructor using text and voice-based mediation. The thematic analysis of data revealed the participants’ satisfaction with both mediation types in terms of being efficient, convenient, and causing less social pressure.

这项采用顺序说明性混合方法设计的研究探讨了基于移动的动态评估（MDA）对EFL学习者写作技能的影响。三个完整的类（N = 30），包括在伊朗的一所私立英语学校就读的中级EFL学习者参加了这项研究。他们平均分为两个实验组和一个对照组。DIALNG在线诊断测试用于评估参与者的书面水平，也可以用作收集测试前和测试后分数的工具。在治疗期间，要求学生通过与讲师共享的Google Docs移动应用程序完成写作任务。在使用WhatsApp和Google Docs进行交互性DA之后，她为实验小组提供了基于文本和语音的中介。进行了后续访谈，以评估实验组对每种调解类型的看法。T检验和方差分析以及主题分析分别用于分析定量和定性数据。调查结果表明，只有文本组的测试后分数显着提高，并且三组的测试后分数之间存在显着差异，这表明语音组的表现优于其他人。总体结果表明，由于学习者与讲师之间使用基于文本和语音的调解协作，MDA增强了EFL学习者的书面能力。数据的主题分析显示出参与者对两种调解类型的满意程度，即高效，便捷和减轻社会压力。调查结果表明，只有文本组的测试后分数显着提高，并且三组的测试后分数之间存在显着差异，这表明语音组的表现优于其他人。总体结果表明，由于学习者与讲师之间使用基于文本和语音的调解协作，MDA增强了EFL学习者的书面能力。数据的主题分析显示出参与者对两种调解类型的满意程度，即高效，便捷和减轻社会压力。调查结果表明，只有文本组的测试后分数显着提高，并且三组的测试后分数之间存在显着差异，这表明语音组的表现优于其他人。总体结果表明，由于学习者与讲师之间使用基于文本和语音的调解协作，MDA增强了EFL学习者的书面能力。数据的主题分析显示出参与者对两种调解类型的满意程度，即高效，便捷和减轻社会压力。总体结果表明，由于学习者与讲师之间使用基于文本和语音的调解协作，MDA增强了EFL学习者的书面能力。数据的主题分析显示出参与者对两种调解类型的满意程度，即高效，便捷和减轻社会压力。总体结果表明，由于学习者与讲师之间使用基于文本和语音的调解协作，MDA增强了EFL学习者的书面能力。数据的主题分析显示出参与者对两种调解类型的满意程度，即高效，便捷和减轻社会压力。