Akademik Veri Yönetim Sistemi
Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, sa.66, ss.304-328, 2026 (TRDizin)
This multiple case study investigates whether interactionist or interventionist dynamic assessment (DA) produces different effects on ELT students’ use of metadiscourse markers in argumentative essays. 10 first-year ELT students at a state university in Turkey participated and were randomly assigned to interactionist (n=5) and interventionist (n=5) DA groups. Data were collected through individual mediation sessions, and participants’ use of metadiscourse markers in both their first and second drafts was analyzed according to Hyland’s (2005) metadiscourse framework. A qualitative content analysis using NVivo 12 examined error types, metadiscourse marker categories, responsiveness to mediation, and participants’ perceptions of DA sessions. Findings indicate that both interactionist and interventionist DA positively influenced learners’ use of metadiscourse markers, though interactionist DA yielded slightly greater improvements in error correction and autonomous problem-solving. Participants reported increased awareness of punctuation, transition markers, and the syntactic placement of metadiscourse markers, and valued the implicit, dialogue-based nature of mediation. These results underscore the potential of DA as a formative tool that supports metadiscursive awareness and enhances L2 academic writing competence. Pedagogical implications include integrating flexible mediation strategies, peer-assisted DA, and selfmonitoring activities, while future research could explore DA effects across different genres, language skills, and more diverse learner populations.