List of Articles Computerized dynamic assessment

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  1 - Iranian EFL Learners' Attitudes toward the Application of Different Models of Dynamic Assessment to Listening Comprehension Instruction
  Mahshid Ghanaat Fariba Rahimi Esfahani Sajad Shafiee Mehrdad Sepehri
  10.30486/relp.2022.1955458.1371
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  2 - Effect of Interventionist Computerized Dynamic Assessment on Learners’ Grammatical English Tenses: Analysis of Cake and Sandwich Formats
  Alireza Mohammad beigi Seyed Reza Basirloo* akbar molaei saeed yazdani
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  3 - The Impact of Computerized Dynamic Assessment on Iranian EFL Learners’ Pronunciation: The Moderating Role of Digitalized Feedback
  Hossein  Kargar Behbahani Ehsan Namaziandost Malihe  YarAhmadi
  We explored Computerized Dynamic Assessment's (CDA) effect on Iranian English as a Foreign Language (EFL) learners' pronunciation skills, with a focus on the moderating role of Digitalized Corrective Feedback (CF). Three intact classes from a language institute in Shira More

  We explored Computerized Dynamic Assessment's (CDA) effect on Iranian English as a Foreign Language (EFL) learners' pronunciation skills, with a focus on the moderating role of Digitalized Corrective Feedback (CF). Three intact classes from a language institute in Shiraz, Iran, totaling 60 lower-intermediate EFL learners, were assigned randomly to control and experimental groups. The treatment conditions received either CDA-only or CDA-plus Digitalized CF interventions, while the control group received traditional online instruction without mediation. Pretest and posttest assessments were conducted using a teacher-made pronunciation test. Results revealed significant improvements in pronunciation skills among learners in the experimental groups compared to the control group. Particularly, the CDA-only group demonstrated notable enhancements in pronunciation accuracy, while the CDA-plus CF group exhibited even greater improvements. The integration of Digitalized CF with CDA proved particularly effective in providing personalized and targeted feedback, leading to substantial advancements in learners' pronunciation proficiency. These findings underscore the potential of technology-enhanced interventions, such as CDA and Digitalized CF, in enhancing pronunciation instruction and offer valuable insights for language educators, materials developers, syllabus designers, and policymakers. Embracing dynamic assessment practices and integrating technology into language education policies can foster more effective and engaging language learning experiences for EFL learners. Manuscript profile