The effectiveness of computerized dynamic assessment in improving L2 performance: A three-level meta-analysis

The growing body of research on the effects of computerized dynamic assessment (C-DA) on second language (L2) learning underscores the need for a comprehensive research synthesis to identify future research directions and inform the application of C-DA in L2 educational contexts. This meta-analysis employed a three-level modeling approach to examine the effectiveness of C-DA in improving L2 learners’ performance. It synthesized 27 effect sizes from cake format designs, in which mediation is embedded within the test sequence, and 24 effect sizes from sandwich format designs, where mediation is delivered between a pretest and a posttest, across 35 studies published between 2000 and May 27, 2025. This study also investigated the key variables that moderate C-DA effectiveness. Findings reveal large, significant positive effects of both the cake and sandwich formats on L2 performance improvement (cake format: g = 2.120, p < .001; sandwich format: g = 1.676, p < .001), with the cake format tending to yield larger effect sizes. This may be because the cake format captures gains during mediation, whereas the sandwich format reflects post-mediation outcomes. Moderator analyses show that the number of items, test content, and learners’ first language affect C-DA effectiveness in promoting L2 performance. Drawing on the synthesized findings, this study contributes to theoretical, methodological, and technological understandings of C-DA and offers suggestions for future research in this domain.