Document Type : Research Paper

Authors

• Marzieh Emadi ¹
• Ali Arabmofrad ²

¹ Department of English Language and Literature, Faculty of Humanities and Social Sciences, Golestan University, Gorgan, Iran

² Assistance Professor of Applied Linguistics, Department of English Language and Literature, Faculty of Humanities and Social Sciences, Golestan University, Gorgan, Iran

Abstract

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.

Keywords

• Dynamic Assessment
• Language Learning
• Mediated Learning
• Zone of Proximal Development

Main Subjects

• English language learning