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A Meta-Analytic Study of Computerized Dynamic Assessment in English Language Learning: trends, effectiveness, and implications | ||
| Journal of English Language Teaching and Learning | ||
| دوره 17، شماره 35، 2025، صفحه 117-136 اصل مقاله (1.14 M) | ||
| نوع مقاله: Research Paper | ||
| شناسه دیجیتال (DOI): 10.22034/elt.2025.65886.2756 | ||
| نویسندگان | ||
| Marzieh Emadi؛ Ali Arabmofrad* | ||
| Department of English Language and Literature, Golestan University, Gorgan, Iran | ||
| چکیده | ||
| This meta-analysis provides a comprehensive evaluation of research studies on computerized dynamic assessment (C-DA) in English language teaching and learning, addressing the need for a systematic overview in light of recent technological advancements. A systematic search across three databases (ERIC, Web of Science, and Scopus) initially identified 2807 articles, with 22 C-DA studies meeting the inclusion criteria after screening. Findings reveal that C-DA significantly enhances language learning outcomes, particularly in reading and listening and writing skills, with large effect sizes reported across multiple studies. Interventionist approaches and quasi-experimental designs were most commonly used, reinforcing the strong impact of mediation on bridging learners' actual and potential performance. While C-DA demonstrated substantial improvements in skill-based outcomes, its effects on affective factors like anxiety and intrinsic motivation were more modest. These findings highlight C-DA’s potential as a transformative tool in language assessment and instruction, particularly when mediation is tailored to learners' needs. However, integrating C-DA with complementary strategies may be necessary to address psychological and motivational factors. | ||
| کلیدواژهها | ||
| Dynamic Assessment؛ Language Learning؛ Mediated Learning؛ Zone of Proximal Development | ||
| مراجع | ||
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