Integrating Dynamic Assessment with Process Approach to Promote GRE

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The main purpose of this quasi-experimental research was to investigate integrating dynamic assessment with process approach to promote GRE argument essay writing. The results indicated that the participants, instructed through the process-oriented approach to second language (L2) writing were more successful in GRE argument writing than those instructed through product-oriented approach. When compared with process group, Process Approach integrated with Dynamic Assessment group performed significantly better on the posttest GRE argument writing. The major implication for this study is that process approach instruction that was integrated with Dynamic assessment could enhance Iranian EFL learners' argument writing abilities and skills beyond the contributions, made by a process-oriented approach. In fact, this approach helps GRE candidates compose more comprehensible and coherent argument essays and equip GRE teachers with more practical and effective methods of teaching GRE writing.