A Review of Empirical Studies in L2 Dynamic Assessment

Abstract

The present paper reviews 25 studies conducted in the domain of L2 (second/foreign language) dynamic assessment (DA) in recent years. It begins with a survey of relevant research, then discusses some of the major findings and problems, and finishes with some suggestions for further research. The main findings of the review are as follows: (a) DA has the potential to promote L2 competence development; (b) both the interactionist approach and interventionist approach have attracted the interest of L2 researchers; (c) most studies have focused on small samples; (d) reading and grammatical knowledge have drawn the most attention; (e) group DA may be a potential method to advance L2 competence development in both the focused individual and the other members of the group; (f) computers might play a complementary role to humans acting as mediators; and (g) case study methodology has been the overwhelming choice for experimental design. Based on the available research, we suggest that additional studies are called for on the following issues: (a) L2 DA as an approach to measurement, (b) potential mediators, (c) validity issues of L2 DA, (d) the interface between DA and second language acquisition, and (e) the development of L2 classroom teachers.

The Use of Dynamic Assessment for Group Learners in the Language Classroom: A Literature Review

“…In the EFL and ESL language teaching, DA has received research interests. A majority of DA research in the field examines DA's potential in facilitating language development, by analyzing the effectiveness of two DA models (interactionist DA and Interventionist DA) in the development of language skills, such as listening, reading, speaking, writing, grammar and vocabulary (Li & Li, 2015).…”

Mediation through Computerized Dynamic Assessment (C-DA) for Second and Foreign Language Learning: A Literature Review

“…It can be indicated that external interventions to learners are introduced in the process of DA. Given its unique view on assessment and instruction, DA has received increasing interests in second and foreign language learning and teaching (Li & Li, 2015). DA is mainly studied in terms of its effectiveness of learners' language development in language sub-skills, such as listening and reading comprehension, grammar and vocabulary skills.…”

Improving EFL undergraduate students’ English speaking skill through dynamic assessment

“…Previous studies indicated that this sort of training that was embedded in direct interactions between the mediator and the student in DA process could bring about significant improvement in the students' language performance, especially in the group of students with learning disability or low proficiency (Law & Camilleri, 2007;Lidz, 1992;Martin, 2015;Pena, 2000;Swanson & Howard, 2005). Furthermore, it was also found in some research on DA that the positive results on the students' test scores after going through DA process increased the students' motivation to earn further achievement in their later performances (Haywood & Lidz, 2007;Li & Li, 2015;Pishghadam, Barabadi, & Kamrood, 2011;Zoghi & Malmeer, 2013).…”