A mixed-methods study on the interplay between AI-assisted dynamic assessment, reading comprehension, and...

Area of Science:

• Educational Technology
• Second Language Acquisition
• Sociocultural Theory

Background:

• Dynamic Assessment (DA) evaluates learning potential via mediated support within the Zone of Proximal Development (ZPD).
• Limited research exists on AI-assisted DA's impact on learner psychology and language skills.
• This study addresses the gap by examining AI-DA in Chinese EFL learners.

Purpose of the Study:

• To investigate the effects of AI-assisted DA (AI-DA) on Chinese EFL learners' academic buoyancy, resilience, and reading comprehension.
• To explore learners' perceptions of AI-DA's influence on their psychological attributes.
• To compare AI-DA with traditional teacher-fronted instruction.

Main Methods:

• A concurrent mixed-methods study with 92 Chinese EFL learners over 16 weeks.
• Randomized controlled trial: experimental group (AI-DA) vs. control group (teacher-fronted).
• Qualitative data from interviews/focus groups; quantitative data from reading comprehension tests.

Main Results:

• Thematic analysis showed AI-DA enhanced academic buoyancy by reducing frustration and strengthened resilience via adaptive scaffolding.
• Quantitative analysis (t-tests, ANCOVA) revealed significantly higher reading comprehension in the AI-DA group.
• AI-DA positively influenced both psychological attributes and L2 reading performance.

Conclusions:

• AI-assisted dynamic assessment effectively supports L2 reading development.
• AI-DA simultaneously enhances learners' psychological adaptability in academic settings.
• This technology offers a promising avenue for integrated skill and psychological support in language education.