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<p>Despite growing interest in computerized dynamic assessment (C-DA) and group dynamic assessment (G-DA) in recent years, their integration, particularly regarding how group composition informed by learners’ Zones of Proximal Development (ZPDs) affects outcomes, has not received due attention. This preliminary study investigates the integration of C-DA and G-DA for teaching L2 English genitives, exploring whether homogeneous grouping diagnosed by learning potential scores (LPSs) in C-DA influences efficacy. Sixty-three second-year English majors at a university in central China were divided into high-, middle-, and low-scoring groups based on a C-DA pre-test. Focusing on the middle-scoring group (<i>n</i> = 26), we further classified learners by their LPSs into a homogeneous (mid-LPSs, <i>n</i> = 9) and a heterogeneous (mixed-LPSs, <i>n</i> = 9) experimental group receiving G-DA, and a control group (<i>n</i> = 8) receiving traditional presentation, practice and production (PPP) instruction. Results indicated that the homogeneous experimental group made greater learning gains and LPSs growth than both the heterogeneous group and the control group. Our findings suggest that LPS may serve as a practical indicator for diagnosing ZPDs, and that LPS-homogeneous grouping could potentially enhance the efficacy of G-DA in this context. Integrating C-DA and G-DA with attention to LPS-based group homogeneity is a promising approach to optimizing L2 grammar learning.</p>

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Group homogeneity enhances dynamic assessment efficacy in L2 English genitive learning: preliminary evidence from integrating computerized and group DA

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年3月24日

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  • Saifeng Feng,
  • Jie Zou

摘要

Despite growing interest in computerized dynamic assessment (C-DA) and group dynamic assessment (G-DA) in recent years, their integration, particularly regarding how group composition informed by learners’ Zones of Proximal Development (ZPDs) affects outcomes, has not received due attention. This preliminary study investigates the integration of C-DA and G-DA for teaching L2 English genitives, exploring whether homogeneous grouping diagnosed by learning potential scores (LPSs) in C-DA influences efficacy. Sixty-three second-year English majors at a university in central China were divided into high-, middle-, and low-scoring groups based on a C-DA pre-test. Focusing on the middle-scoring group (n = 26), we further classified learners by their LPSs into a homogeneous (mid-LPSs, n = 9) and a heterogeneous (mixed-LPSs, n = 9) experimental group receiving G-DA, and a control group (n = 8) receiving traditional presentation, practice and production (PPP) instruction. Results indicated that the homogeneous experimental group made greater learning gains and LPSs growth than both the heterogeneous group and the control group. Our findings suggest that LPS may serve as a practical indicator for diagnosing ZPDs, and that LPS-homogeneous grouping could potentially enhance the efficacy of G-DA in this context. Integrating C-DA and G-DA with attention to LPS-based group homogeneity is a promising approach to optimizing L2 grammar learning.