<p>This study investigated the extent to which Mobile-Mediated Dynamic Assessment (MMDA) fosters writing resilience, strategic revision, and linguistic accuracy among Turkish EFL learners. A quasi-experimental design was implemented, encompassing a pre-test, an 11-week intervention period, and a post-test evaluation. A cohort of 117 intermediate-level female EFL learners were randomly assigned to either an experimental group, which received instruction supported by MMDA, or a control group, which engaged with conventional teacher-provided feedback. Eight EFL teachers, each possessing at least five years of instructional experience, contributed by offering guidance and sharing perspectives on MMDA’s implementation. A mixed-methods approach was adopted, integrating quantitative measures, such as assessments of writing resilience, strategic revision, and linguistic accuracy, with qualitative insights derived from open-ended student questionnaires and semi-structured teacher interviews. Post-intervention results revealed that learners in the experimental group demonstrated significantly greater improvements in writing resilience, strategic revision, and linguistic accuracy compared to their counterparts in the control group. These learners exhibited heightened motivation, more effective engagement with feedback, and marked advancements in writing proficiency, particularly in grammar, vocabulary, and textual coherence. Qualitative findings from teacher interviews suggest that MMDA’s provision of timely, personalized feedback fostered learners’ self-regulation and sustained engagement, although challenges such as technical difficulties and initial student resistance to AI-generated feedback were noted, alongside the necessity for teacher intervention to address complex writing errors. These results point to MMDA’s capacity to cultivate adaptive, learner-centered environments that promote writing resilience, strategic revision, and linguistic accuracy.</p>