A Review of Empirical Studies in L2 Dynamic Assessment

Abstract

AbstractThe 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.