Mapping the Methodological Developments in Dynamic Assessment Research: Insights from Studies in Applied Linguistics
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https://doi.org/10.5281/zenodo.17525138Özet
This systematic review aims to present an overview of dynamic assessment research in language education. With that purpose, the review followed the PRISMA framework, selected the articles carefully through inclusion and exclusion criteria, and coded the included studies following the PICO guidance. Accordingly, the Web of Science research database was employed to search for the related studies. Upon deciding the search terms, articles published from 2015 to 2025 and indexed in SSCI, SSCI-expanded, and AHCI were examined. After applying the inclusion and exclusion criteria, 20 articles were included for the review. These articles were then coded thematically, regarding the journal in which they were published, the publication year, the country where the scholars were based, research design, data collection and analysis methods, and participants (their educational level, language setting, and target language). The findings displayed that the included studies appeared in diverse journals. 2022 marked the year when dynamic assessment started to get much attention, but the highest number of articles was in 2025. Scholars were from different countries, yet the USA and Iran were the majority. Mixed-methods research design and experimental research design were mainly adopted. Within this framework, pre- and post-tests and interviews were the primary data collection tools. At the same time, statistical tests (e.g., ANOVA, ANCOVA, t-tests) and thematic coding were the primary data analysis methods. The participants displayed diversity in their educational levels; however, the language setting was mostly limited to foreign languages, with English being the predominant foreign language. The review also presents its implications and limitations.
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All reviewed studies were shown with an asterisk (*) in the references.
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