Analyzing the effects of computer-assisted dynamic assessment on L2 writing tasks for Chinese learners
This study investigates the effects of computer-assisted Interventionist Dynamic Assessment (IDA) and Hybrid Dynamic Assessment (HDA) on the organizational skills of L2 writing among Chinese university students, addressing gaps in traditional product-focused writing instruction. Eighty-four particip...
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| Format: | Article |
| Language: | English |
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Taylor & Francis Group
2025-12-01
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| Series: | Cogent Education |
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| Online Access: | https://www.tandfonline.com/doi/10.1080/2331186X.2025.2510082 |
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| author | Sun Wei Yousun Shin |
| author_facet | Sun Wei Yousun Shin |
| author_sort | Sun Wei |
| collection | DOAJ |
| description | This study investigates the effects of computer-assisted Interventionist Dynamic Assessment (IDA) and Hybrid Dynamic Assessment (HDA) on the organizational skills of L2 writing among Chinese university students, addressing gaps in traditional product-focused writing instruction. Eighty-four participants were randomized into IDA or HDA groups, completing three argumentative writing tasks (pretest, DA test, posttest) over 5 weeks. The IDA group received standardized computer-mediated prompts (Mediational Moves), while the HDA group combined computer-mediated prompts with instructor-led, personalized mediation. Results revealed both groups improved significantly, but HDA demonstrated superior gains in organizational skills, attributed to its interactive scaffolding aligned with sociocultural theory’s Zone of Proximal Development (ZPD). Repeated-measures ANOVA highlighted significant progression over time, though posttest scores slightly declined, suggesting developmental process of progression in cognitive development. Mediational move analysis indicated HDA’s adaptive support fostered deeper cognitive engagement, evidenced by higher Learning Potential Scores (LPS). The study highlights the effectiveness of HDA in improving organizational skills through computer-assisted mediation combined with teacher-led dialogic interaction. It offers pedagogical insights into integrating dynamic, technology-enhanced assessment methods in EFL settings to better connect assessment with instruction. Findings advocate for blended models that prioritize individualized feedback, leveraging technology and human mediation to address L2 writers’ evolving needs within their ZPD. |
| format | Article |
| id | doaj-art-7db78f0577e44aceae35af4cc6a387a2 |
| institution | DOAJ |
| issn | 2331-186X |
| language | English |
| publishDate | 2025-12-01 |
| publisher | Taylor & Francis Group |
| record_format | Article |
| series | Cogent Education |
| spelling | doaj-art-7db78f0577e44aceae35af4cc6a387a22025-08-20T03:05:27ZengTaylor & Francis GroupCogent Education2331-186X2025-12-0112110.1080/2331186X.2025.2510082Analyzing the effects of computer-assisted dynamic assessment on L2 writing tasks for Chinese learnersSun Wei0Yousun Shin1School of English, Jilin International Studies University, Chang Chun, ChinaDepartment of English Education, School of Education, Sunchon National University, Suncheon, South KoreaThis study investigates the effects of computer-assisted Interventionist Dynamic Assessment (IDA) and Hybrid Dynamic Assessment (HDA) on the organizational skills of L2 writing among Chinese university students, addressing gaps in traditional product-focused writing instruction. Eighty-four participants were randomized into IDA or HDA groups, completing three argumentative writing tasks (pretest, DA test, posttest) over 5 weeks. The IDA group received standardized computer-mediated prompts (Mediational Moves), while the HDA group combined computer-mediated prompts with instructor-led, personalized mediation. Results revealed both groups improved significantly, but HDA demonstrated superior gains in organizational skills, attributed to its interactive scaffolding aligned with sociocultural theory’s Zone of Proximal Development (ZPD). Repeated-measures ANOVA highlighted significant progression over time, though posttest scores slightly declined, suggesting developmental process of progression in cognitive development. Mediational move analysis indicated HDA’s adaptive support fostered deeper cognitive engagement, evidenced by higher Learning Potential Scores (LPS). The study highlights the effectiveness of HDA in improving organizational skills through computer-assisted mediation combined with teacher-led dialogic interaction. It offers pedagogical insights into integrating dynamic, technology-enhanced assessment methods in EFL settings to better connect assessment with instruction. Findings advocate for blended models that prioritize individualized feedback, leveraging technology and human mediation to address L2 writers’ evolving needs within their ZPD.https://www.tandfonline.com/doi/10.1080/2331186X.2025.2510082Interventionist dynamic assessmentinteractionist dynamic assessmenthybrid dynamic assessmentmediational moveZPDL2 writing |
| spellingShingle | Sun Wei Yousun Shin Analyzing the effects of computer-assisted dynamic assessment on L2 writing tasks for Chinese learners Cogent Education Interventionist dynamic assessment interactionist dynamic assessment hybrid dynamic assessment mediational move ZPD L2 writing |
| title | Analyzing the effects of computer-assisted dynamic assessment on L2 writing tasks for Chinese learners |
| title_full | Analyzing the effects of computer-assisted dynamic assessment on L2 writing tasks for Chinese learners |
| title_fullStr | Analyzing the effects of computer-assisted dynamic assessment on L2 writing tasks for Chinese learners |
| title_full_unstemmed | Analyzing the effects of computer-assisted dynamic assessment on L2 writing tasks for Chinese learners |
| title_short | Analyzing the effects of computer-assisted dynamic assessment on L2 writing tasks for Chinese learners |
| title_sort | analyzing the effects of computer assisted dynamic assessment on l2 writing tasks for chinese learners |
| topic | Interventionist dynamic assessment interactionist dynamic assessment hybrid dynamic assessment mediational move ZPD L2 writing |
| url | https://www.tandfonline.com/doi/10.1080/2331186X.2025.2510082 |
| work_keys_str_mv | AT sunwei analyzingtheeffectsofcomputerassisteddynamicassessmentonl2writingtasksforchineselearners AT yousunshin analyzingtheeffectsofcomputerassisteddynamicassessmentonl2writingtasksforchineselearners |