A Meta-Analytic Study of Computerized Dynamic Assessment in English Language Learning: Trends, Effectiveness, and Implications

Articles in Press

Document Type : Research Paper

Authors

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

10.22034/elt.2025.65886.2756

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.

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Main Subjects

Journal of English Language Teaching and Learning

Articles in Press, Accepted Manuscript
Available Online from 20 April 2025

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