Adokh, H., & Rafiee, M. (2017). Investigating the insiders’ perspectives about dynamic assessment process and practicality. International Journal of Research Studies, 6(2), 41-47.
Aghaebrahimian, A., Rahimirad, M., Ahmadi, A., & Khalifpour Alamdari, J. (2014). Dynamic assessment of writing skill in advanced EFL learners. Procedia- Social and Behavioral Sciences, 98(2014), 60-67.
Chenoweth, A.N., & John, R.H. (2003). The inner voice in writing. Written Communication, 20(1), 99-118.
Crammond, J. (1998). The uses and complexity of argument structures in expert and student persuasive writing. Written Communication, 15(2) 230-268.
Donato, R. (1988). Beyond group: A psycholinguistic rationale for collective activity in second language learning. Unpublished Doctoral Dissertation. Newark: University of Delaware.
Donato, R. (1994). Collective scaffolding in second language learning. In J. P. Lantolf, & G. Appel (Eds.). Vygotskian approaches to second language research (pp. 33-56). Nerwood, NJ: Ablex.
Dorfler, T., Golke, S., & Artlet, C. (2009). Dynamic assessment and its potential for the assessment of reading competence. Studies in Educational Evaluation, 33, 77-82.
Ebadi, S., & Rahimi, M. (2019). Mediating EFL learners' academic writing skills in online dynamic assessment using Google Docs. Computer Assisted Language Learning, 32(5-6), 527-555.
Ghahremani, D., & Azarizad, R. (2013). The effect of dynamic assessment on EFL process writing: Content and organization. International Research Journal of Applied and Basic Sciences, 4(4), 864-878.
Graham, S. (2006). Writing. In A.A. Patricia, & H. W. Philip (Eds.), Handbook of educational psychology (pp. 457-478). Mahwah, NJ: Erlbaum.
Hamp-Lyons, L. (1992). Holistic writing assessment for LEP students
. Proceeding of the Second National Research Symposium on Limited English Proficient Issues: Focus on Evaluation and Measurement. OBEMLA. Available at: http://www.ncela.gwu.edu/pubs/symposia/vol
Hillocks, G. Jr. (1995). Teaching writing as reflective practice. New York: Teachers College Press.
Hillocks, G. Jr. (2005). At last: The focus on form vs. content in teaching writing. Research in the Teaching of English, 40(2), 238-248.
Johnson, A.P. (2008). Teaching reading and writing: A guidebook for tutoring and remediating students. New York: Rowman and Littlefield Education.
Lantolf, J.P., & Poehner, M.E. (2008). Dynamic assessment. In E. Shohamy (Ed.), The encyclopedia of language and education (pp. 273-285).
Lantolf, J.P., & Poehner, M.E. (2004). Dynamic assessment of L2development: Bringing the past into the future. Journal of Applied Linguistics, 1(1), 49-74.
Lantolf, J.P., & Throne, S.L. (2006). Sociocultural theory and genesis of second language development. Oxford: Oxford University Press.
Li, M. (2013). Individual novices and collective experts: Collective scaffolding in wiki-based small group writing. System, 41(3), 752-769.
Lockhart, C., & Ng, P. (1995). Analyzing talk in peer response groups: Stances, functions and content. Language Learning, 45(4), 605-625.
Lu, Y. (2010). Cognitive factors contributing to Chinese EFL learners’ writing performance in timed essay writing. Dissertation, Georgia State University. Http://scholarworks.gsu.edu/alesl_diss/13.
Lunsford, K.J. (2002). Contextualizing Toulmin’s model in the writing classroom: A case study. Written Communication, 19(1), 109-174.
McCann, T. (1989). Student argumentative writing knowledge and ability at three grade level. Research in the Teaching of English, 23, 67-76.
Nasiri, M., & Khorshidi, S. (2015). Dynamic assessment of formulaic sequences in Iranian EFL learners’ writing. International Journal of Language and Applied Linguistics, 1, 26-32.
Nemeth, N., & Kormos, J. (2001). Pragmatic aspects of task-performance: The case of argumentation. Language Teaching Research, 5, 213-240.
Newell, G. E., VanDerHeide, J., & Olsen, A. W. (2013). High school English language arts teachers’ argumentative epistemologies for teaching writing. Research in the Teaching of English, 49(2), 95-120.
Olinghouse, N.G., & Wilson, J. (2013). The relationship between vocabulary and writing quality in three genres. Reading and Writing, 26(1), 45-65.
Qin, J., & Karabacak, E. (2010). The analysis of Toulmin elements in Chinese EFL university argumentative writing. System, 38, 444-456.
Qin, J. (2013). Applying Toulmin Model in teaching L2 argumentative writing. The Journal of Language Teaching and Learning, 2, 21-29.
Riazi, M., & Rezaii, M. (2011). Teacher- and peer-scaffolding behaviors: Effects on EFL students’ writing improvement. In A. Feryok (Ed.), CLESOL 2010: Proceedings of the 12th National Conference for Community Languages and ESOL (pp. 55-63).
Seow, A. (2002). The writing process and process writing. In J.C. Richards, & W.A. Renandya (Eds.), Methodology in language teaching: An anthology of current practice (pp. 315-320). New York: Cambridge University Press.
Shabani, K. (2018). Group dynamic assessment of L2 learners’ writing abilities. Iranian Journal of Language Testing Research, 6(1), 129-149.
Toulmin, S. (1958). The uses of argument. Cambridge University Press, Cambridge.
Toulmin, S. (2003). The uses of argument. Cambridge: Cambridge University Press.
Tudge, J. R. H. (1999). Processes and consequences of peer collaboration: A Vygotskian analysis: In P. Liyod, & C. Fernyhough (Eds), Lev Vygotsky: Critical assessments, (pp. 32-45). Rutledge: London & New York.
Uzun, K. (2017). The relationship between genre knowledge and writing performance. The Journal of Teaching English for Specific and Academic Purposes, 5(2), 153-162.
Varghese, S.A., & Abraham, S. A. (1998). Undergraduates arguing a case. Journal of Second Language Writing, 7, 287-306.
Vygotsky, L. S. (1998). The problem of age. In R. W. Rieber (Ed.), The collected works of L. S. Vygotsky: Child psychology (pp. 187-205). New York: Plenum.
Vygotsky, L. S. (1986). Thought and language. A. Koulzin (Ed.). Cambridge, MA: MIT Press.
Wilson, A. H. (2014). The effects of scaffolded instruction in Toulmin Model of argument on the problem-solving strategies of four sixth-grade writers. Unpublished Ph.D. Dissertation. University of Maryland, College Park. Retrieved from http//www.academia.edu.
Wood, D., Bruner, J., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry and Allied Disciplines, 17(2), 89-100.
Yeh, S. (1998). Empowering education: Teaching argumentative writing to cultural minority middle-school students. Research in the teaching of English, 33, 49-83.
Zhang, Y. (2013). The theoretical construction of a dynamic assessment mode in Chinese tertiary EFL writing class with online teaching and scoring systems. CALL-EJ, 14(2)38-50.
Xiaoxiao, L., & Yan, L. (2010). A case study of dynamic assessment in EFL process writing. Chinese Journal of Applied Linguistics, 33(1), 24-40.