Author(s)

Hui Ye

Corresponding Author

Hui Ye

Abstract

This paper reviews the development and application of Dynamic Assessment (DA) in second language (L2) teaching in China. Rooted in sociocultural theory, DA integrates assessment with instruction to evaluate learners’ current abilities and developmental potential through mediation. The study examines 87 publications between 2000 and 2024, including journal papers, dissertations, and book chapters, to identify theoretical foundations, implementation models, and application outcomes in listening, speaking, reading, writing, and teaching Chinese as a second language. Results show that DA improves learner engagement, metacognitive awareness, and performance, but its implementation is constrained by exam-oriented education, large class sizes, and limited teacher training. Future directions highlight AI-assisted DA models, scalable group mediation, and professional teacher development programs to enhance feasibility and sustainability in China’s L2 classrooms.

Keywords

Dynamic Assessment; Sociocultural Theory; Second Language Teaching; Educational Assessment Reform; China