The impact of computerized dynamic assessment on the explicit and implicit knowledge of grammar

Abstract

This study investigates the transformative potential of Computerized Dynamic Assessment (CDA) on learners’ explicit and implicit language knowledge of grammar, focusing on past perfect tense. Grounded in sociocultural theory (SCT), CDA integrates assessment and mediation within the Zone of Proximal Development (ZPD), offering personalized support to learners. The interface position in language acquisition theory posits that explicit knowledge can evolve into implicit through extensive practice. To explore this dynamic, an interventionist CDA was employed, where 27 learners received tailored mediation during assessment, while the control group (N = 25) did not. The findings challenge the conventional separation between explicit and implicit knowledge, revealing that CDA significantly enhances both forms of language knowledge. This study extends the applicability of SCT in language education and highlights CDA's potential to individualize instruction, informing evidence-based language education policies. Limitations and suggestions for further research are also discussed, emphasizing the need for broader investigations across linguistic features, proficiency levels, and educational contexts.