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

Abstract

This paper examines research on the effects and roles of computerized dynamic assessment (C-DA) in mediating second language (L2) learning and development. The review synthesizes studies on C-DA interventions for developing language skills including reading comprehension, vocabulary and grammar skills. C-DA studies indicate the promotion of language development, but the effectiveness is not all attributed to C-DA mediations. Effectiveness seems dependent on both C-DA and additional factors like noticing skills or teacher mediation. In these studies, most C-DA prompts are pre-constructed and not fully attuned to learners’ zone of proximal development, and some C-DA studies address this by complementing C-DA with human mediator interaction. Given the limited number of C-DA studies, the findings of this review are limited. More research is needed, especially on integrating human and computer mediation. However, this review offers implications for designing responsive C-DA platforms to better attune to learners’ needs.