a meta-analytic study of computerized dynamic assessment in english language learning: trends, effectiveness, and implications

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.