تعداد نشریات | 45 |
تعداد شمارهها | 1,385 |
تعداد مقالات | 16,967 |
تعداد مشاهده مقاله | 54,602,978 |
تعداد دریافت فایل اصل مقاله | 17,212,510 |
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، مهر 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 | ||
Abdel-Al Ibrahim, KH. A., Karimi, A. R., Abdelrasheed, N. S. G., & Shatalebi, V. (2023). Group dynamic assessment vs. computerized dynamic assessment: impacts on L2 listening development, L2 students’ perfectionism, foreign language anxiety, and intrinsic motivation. Language Testing in Asia, 13(1), https://doi.org/10.4304/jltr.4.3.584-591 Babamoradi, P., & Nasiri, M., Mohammadi, E. (2018). Learners’ Attitudes Toward Using Dynamic Assessment in Teaching and Assessing IELTS Writing Task One. International Journal of Language Testing 8(1), 1-11. Bakhoda, I., & Shabani, K. (2018). Bringing L2 learners’ learning preferences in the mediating process through computerized dynamic assessment. Computer Assisted Language Learning, 32(3), 210–236. https://doi.org/10.1080/09588221.2018.1483950 Barabadi, E., Khajavy, Gh., Mehri Kamrood, A. (2018). Applying Interventionist and Interactionist Approaches to Dynamic Assessment for L2 Listening Comprehension. International Journal of Instruction.11(3), 681-700. https://doi.org/10.12973/iji.2018.11346a Behshad, A., Amirian, M.R., Davoodi, M & Ghaniabadi, S. (2018). The Differing Role of L2 WTC in Iranian EFL Learners’ Performance on a Computerized Dynamic Test of Writing. Iranian Journal of English for Academic Purposes,7(1), 17-34 Delvand, S.A., & Heidar, D. M. (2020). computerized group dynamic assessment and listening comprehension ability: Does Self Efficacy Matter? Journal of Language & Education,6(1), 157-172. https://doi.org/10.17323/jle.2020.9834 Ebadi, S., & Goodarzi, A. (2023). Exploring perceptual learning-style preferences of English language non-gainers in computerized dynamic reading assessment. Reading Psychology, 44(1), 95–115. https://doi.org/10.1080/02702711.2022.2141393 Ebadi, S., Karimi, E., & Vakili, S. (2023). An exploration into EFL learners’ perspectives on online computerized listening comprehension dynamic assessment. Language Testing in Asia, 13(1), 5. https://doi.org/10.1186/s40468-023-00221-9 Ebadi, S., & Saeedian, A. (2015). The effects of computerized dynamic assessment on promoting at‑risk advanced Iranian EFL students’ reading skills. Issues in Language Teaching, 4(2), 26–21. https://doi.org/10.22054/ilt.2015.7224 Ebadi, S., & Saeedian, A. (2016). Exploring transcendence in EFL learners‟ reading comprehension through computerized dynamic assessment. Iranian Journal of Language Teaching Research, 4(1), 27-45. https://doi.org/10.30466/ijltr.2016.20376 Ebadi, S., & Saeedian, A. (2019). Exploring L2 Learning Potential through Computerized Dynamic Assessment. Teaching English Language, 13(2), 51-78. https://doi.org/10.22132/tel.2019.92190 Ebadi, S., Weisi, H., Monkaresi, H., & Bahramlou, K. (2018). Exploring lexical inferencing as a vocabulary acquisition strategy through computerized dynamic assessment and static assessment. Computer Assisted Language Learning, 31(7), 790–817. https://doi.org/10.1080/09588221.2018.1451344 Estaji, M., & Saeedian, A. (2020). Developing EFL learners’ reading comprehension through computerized dynamic assessment. Reading Psychology, 41(4), 347-368. https://doi.org/10.1080/02702711.2020.1768981 Estaji, M., & Safari, F. (2020). The Effect of Computerized Dynamic Assessment on Working Memory Span of EFL Learners while Listening. The Journal of Asia TEFL, 17(3), 1132-1140. https://doi.org/10.18823/asiatefl.2020.17.3.30.1132 Estrada-Araoz, E. G., Sayed, B. T., Niyazova, G. G., & Lami, D. (2023). Comparing the effects of computerized formative assessment vs. computerized dynamic assessment on developing EFL learners’ reading motivation, reading self-concept, autonomy, and self-regulation. Language Testing in Asia, 13(1), 39. https://doi.org/10.1186/s40468-023-00253-1 Ghanbari Haez, S., Delfani, M. (2022). The Impact of Online Dynamic Assessment on the Development of EFL Students’ Speaking Skills: A Comparison of Online Synchronous and Asynchronous DA Sessions. International TESOL Journal, 17(1), 4-24 Ghenaat, M., Rahimi Esfahani, F., & Shafiee, S. (2022). Effects of Interactionist, Group, and Computerized Dynamic Assessment on Iranian EFL Learners' Listening Comprehension. Argentinian Journal of Applied Linguistics, 10(1), 63-78 Heshmat, B. H., Namaziandost, E., Tavakoli, M., Kumar, T., & Magizov, R. (2021). The comparative effect of group dynamic assessment (GDA) and computerized dynamic assessment (C-DA) on Iranian upper-intermediate EFL learners’ speaking complexity, accuracy, and fluency (CAF). Language Testing in Asia, 11(25). https://doi.org/10.1186/s40468-021-00144-3 Hidri, S., & Fekri Pileh Roud, L (2020). Developing and using hints in computerized dynamic assessment of a TOEFL iBT reading exam. Heliyon, 6(9). https://doi.org/10.1016/j.heliyon.2020.e04985 Kao, Y. T., & Kuo, H. C. (2021). Diagnosing l2 English learners’ listening difficulties and learning needs through computerized dynamic assessment. Interactive Learning Environments, 31(4), 2219–2243. https://doi.org/10.1080/10494820.2021.1876738 Kargar Behbahani, H., & Karimpour, S. (2024). The impact of computerized dynamic assessment on the explicit and implicit knowledge of grammar. Computer Assisted Language Learning, 1–22. https://doi.org/10.1080/09588221.2024.2315504 Kargar Behbahani, H., Namaziandost, E., & Shakibaei, G. (2024). Probing into the Effects of Dynamic Assessment on Grammar Learning: The Mediating Role of Working Memory. Iranian Journal of Applied Language Studies,16 (2), 107-128. http://doi.org/10.22111/ijals.2024.47950.2424 Lantolf, J. P., & Poehner, M. E. (2004). Dynamic assessment: Bringing the past into the future. Journal of Applied Linguistics, 1(1), 49-72. https://doi.org/10.1558/japl.1.1.49.55872 Lantolf, J. P., & Poehner, M. E. (2011). Dynamic assessment in the classroom: Vygotskian praxis for second language development. Language Teaching Research, 15(1), 11-33. https://doi.org/10.1177/1362168810383328 Mehri Kamrood, A., & Davoudi, M., & Amirian, M. R., & Ghaniabadi, S. (2018). Transcendence of learning in an online computerized dynamic test of English listening. Computer-Assisted Language Learning Electronic Journal. 19(1), 23-42. Mehri Kamrood, A., Davoudi, M., Ghaniabadi, S., & Amirian, S. M. R. (2019). Diagnosing L2 learners’ development through online computerized dynamic assessment. Computer Assisted Language Learning, 34(7), 868–897. https://doi.org/10.1080/09588221.2019.1645181 Page M J, McKenzie J E, Bossuyt P M, Boutron I, Hoffmann T C, Mulrow C D et al. (2021). The PRISMA 2020 statement: an updated guideline for reporting systematic reviews BMJ, 372.n71. https://doi.org/10.1136/bmj.n71 Pileh Roud, L. F., Hidri, S. (2021). Toward a sociocultural approach to computerized dynamic assessment of the TOEFL iBT listening comprehension test. Education and Information Technologies, 26, 4943–4968. https://doi.org/10.1007/s10639-021-10498-z Pishghadam, R., & Barabadi, E., & Mehri Kamrood, A. (2011). The differing effect of computerized dynamic assessment of L2 reading comprehension on high and low achievers. Journal of Language Teaching and Research, 2(6), 1353-1358. https://doi.org/10.4304/jltr.2.6.1353-1358 Poehner, M., & Lantolf, J. P. (2005). Dynamic assessment in the language classroom. Language Teaching Research, 9(3), 233–265. https://doi.org/10.1191/1362168805lr166oa Poehner, M. E., & Lantolf, J. P. (2013). Bringing the ZPD into the equation: Capturing L2 development during computerized dynamic assessment (C-DA). Language Teaching Research, 17(3), 323-342. https://doi.org/10.1177/1362168813482935 Poehner, M. E., & Zhang, J., & Lu, X. (2015). Computerized dynamic assessment (C-DA): Diagnosing L2 development according to learner responsiveness to mediation. Language Testing, 32(3), 1-21. https://doi.org/10.1177/0265532214560390 Poehner, M. E. (2008). Dynamic assessment: A Vygotskian approach to understanding and promoting second language development. Berlin: Springer Publishing Rezaee, A. A., Ghanbarpoor, M. (2019). Dynamic assessment in second language Acquisition: A qualitative meta-synthesis. Journal of Language Horizons, 3 (1). https://doi.org/10.22051/lghor.2019.26268.1129 Robinowitz, A. (2010). From principles to practice: an embedded assessment system. Applied Measurement in Education, 13(2), 181–208. https://doi.org/10.1207/S15324818AME1302_4 Shabani, K. (2016). Implications of Vygotsky’s sociocultural theory for second language (L2) assessment. Cogent Education, 3(1). https://doi.org/10.1080/2331186X.2016.1242459 Sherkuziyeva, N., & Imamutdinovna Gabidullina, F., & Imamutdinovna Gabidullina, A., & Bayat, S. (2023). The comparative effect of computerized dynamic assessment and rater mediated assessment on EFL learners’ oral proficiency, writing performance, and test anxiety. Language Testing in Asia,13(15). https://doi.org/10.1186/s40468-023-00227-3 Sweller, J. (1988). Cognitive Load During Problem Solving: Effects on Learning. Cognitive science 12(2), 257-285. https://doi.org/10.1016/0364-0213(88)90023-7 Teo, A. (2012). Promoting EFL students’ inferential reading skills through computerized dynamic assessment. Language Learning and Technology, 16(3), 10-20. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press. Yang, Y., & Qian, D. D. (2017). Assessing English reading comprehension by Chinese EFL learners in computerized dynamic assessment. Language Testing in Asia, 7(1), 3-15. https://doi.org/10.1186/s40468-0170042-3 Yang, Y., & Qian, D. D. (2019). Promoting L2 English learners’ reading proficiency through computerized dynamic assessment. Computer Assisted Language Learning, 33(5–6), 628–652. https://doi.org/10.1080/09588221.2019.1585882 | ||
آمار تعداد مشاهده مقاله: 83 تعداد دریافت فایل اصل مقاله: 3 |