Integrating mediation into computerized dynamic assessment of L2 speaking to inform an effective pedagogy

Abstract

The computerization of dynamic assessment can allow a large number of learners to be assessed simultaneously and produce rich and easily interpretable results. However, its application in second language (L2) speaking is hardly touched upon. This paper proposes an innovative mediation menu to fill this gap. It promises to produce results for both understanding learners’ speaking competence and facilitating classroom teaching.