Profiling learner development with a computerized dynamic assessment of a Japanese learner's L2 email writing

Abstract

This study evaluates a computerized dynamic assessment (C-DA) method's potential to build a detailed pragmatics-focused developmental profile of a Japanese L2 English learner's L2 email writing. L2 email writing studies typically separate learning and assessment, using holistic scales to evaluate the pragmatic elements of learner texts. C-DA, grounded in sociocultural theory, unifies learning and assessment, administering email tasks with varying social contexts and providing immediate mediation within the learner's zone of proximal development (ZPD). Further, a diagnostic capacity allows for identification of specific pragmatics-related infelicities. The C-DA employs a dual-layered framework: an identification layer uses a coding scheme to automatically identify specific instances of perceived pragmatic inappropriateness, while the mediation layer provides ZPD-sensitive mediation. By evaluating the frequency and explicitness of mediation engaged in, in combination with qualitative examination of elicited email texts, the C-DA enables insights into learner development within the ZPD. We focus on an individual learner's interaction with the C-DA, evaluating the program's effectiveness in enabling a detailed learner diagnostic and developmental profile.