Dynamic Assessment in L2 Settings: A Systematic Review and a Meta-Analysis

Dynamic assessment (DA) is an approach that intentionally brings instruction and learning together through adopting a social-constructivist framework in order to assess, diagnose, and improve L2 linguistic skills. DA in the L2 classroom has been applied but not surveyed for its effect and plausibility. To address that, I did a systematic review and a meta-analysis to report the effectiveness of DA in the L2 classroom in developing students’ linguistic skills. Nine databases were searched to ensure a comprehensive coverage of the field including published dissertations. The characteristics of the studies were coded and analyzed systematically following a developed coding sheet. Means and standard deviations were coded, and the standardized mean difference was used to calculate effect sizes. A random effects model was used to compute the overall effect size of the included studies in the meta-analysis. Results indicated a positive effect of DA on the development of foreign language skills. The magnitude of the effect was significantly large (g = 1.07; 95% CI = [0.82, 1.32]). The prediction intervals suggested that future research that meets inclusion criteria will report 95% of the time a positive effect (95% PI = [0.03, 2.10]). Sample size, age, and targeted linguistic skill did not significantly change the existing effect of DA in the L2 classroom. Based on the systematic review and existing literature, a framework was developed to help pedagogists include DA in their L2 classroom practices by explicating its purposes and functions, and the required conditions for a successful implementation.