Adopting the framework of Dynamic Assessment (DA), this study investigates the effectiveness of a DA-informed writing enrichment program in promoting L2 English learners’ academic writing development. Thirteen ESL students recruited from a U.S. university were randomly assigned to a DA-informed enrichment program group (n = 6) or a standard writing instruction group (n = 7). Prior to and following the 5-week instructional programs (Time 1 and Time 2), each participant completed a source-based essay independently, engaged in interactionist DA with a mediator to jointly review the writing while referencing an analytic rubric, and then revised their essay. All drafts were blindly scored by independent raters. Results revealed that the enrichment group outperformed the standard instruction group in the independent writing performed at Time 2, indicating their differential level of development. Although both groups showed enhanced writing performance following the DA procedures at both Time 1 and Time 2, the enrichment learners responded more favorably to mediation during DA at Time 2, indicating their greater emerging abilities. Implications for tying DA results to an instructional program targeting learner emerging writing abilities are discussed.

采用动态评估 (DA) 的框架，本研究调查了 DA 知情写作强化计划在促进二语英语学习者学术写作发展方面的有效性。从美国大学招募的 13 名 ESL 学生被随机分配到 DA 知情强化计划组 (n = 6) 或标准写作指导组 (n = 7)。在为期 5 周的教学计划（时间 1 和时间 2）之前和之后，每个参与者都独立完成了一篇基于来源的文章，与调解员进行互动 DA，在参考分析规则的同时共同审查写作，然后修改他们的文章散文。所有草稿均由独立评分员盲目评分。结果显示，在时间 2 进行的独立写作中，充实组优于标准指导组，说明他们发展水平的差异。尽管两组在时间 1 和时间 2 的 DA 程序后都表现出增强的写作表现，但充实学习者在时间 2 的 DA 期间对调解的反应更有利，表明他们具有更强的新兴能力。讨论了将 DA 结果与针对学习者新兴写作能力的教学计划联系起来的意义。