The present investigation analyses the potential of a pedagogical dynamic assessment (DA) approach to foster second language (L2) development through the use of a mobile instant messaging application. Students’ zone of actual and proximal development is observed through the use of a grammar and vocabulary level test and the use of the WhatsApp application respectively. Sixty students taking a B1 English course at the language centre of a Spanish university were studied. A mixed methods methodology was used to analyse the differences between two pre-existing groups (control and experimental), each consisting of 30 participants. Both groups received the same tuition and content, and students in the experimental group participated in a daily conversation in the application during a five-month period where negative feedback was provided by the teacher through the use of an inventory of prompts, from most implicit to most explicit. Throughout the research, pedagogical mobile-mediated DA became a central part of the students’ learning process, extending learning beyond the in-class time and becoming a constant source of L2 input and feedback. Moreover, results indicated that DA and dialogic mediation helped students reflect on their language performance, gradually requiring less explicit feedback and metalinguistic explanations.

中文翻译：

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移动中介动态评估：第二语言发展的新视角

本调查分析了教学动态评估 (DA) 方法通过使用移动即时消息传递应用程序促进第二语言 (L2) 发展的潜力。通过使用语法和词汇水平测试以及分别使用 WhatsApp 应用程序来观察学生的实际和最近发展区域。对在西班牙大学语言中心学习 B1 英语课程的 60 名学生进行了研究。使用混合方法方法来分析两个预先存在的组（对照组和实验组）之间的差异，每个组由 30 名参与者组成。两组都接受相同的学费和内容，实验组的学生在五个月的时间内参与了应用程序中的日常对话，教师通过使用提示清单提供负面反馈，从最隐含到最明确。在整个研究过程中，教学型移动媒介 DA 成为学生学习过程的核心部分，将学习扩展到课堂时间之外，并成为 L2 输入和反馈的持续来源。此外，结果表明，DA 和对话调解帮助学生反思他们的语言表现，逐渐不需要明确的反馈和元语言解释。将学习扩展到课堂时间之外，并成为 L2 输入和反馈的持续来源。此外，结果表明，DA 和对话调解帮助学生反思他们的语言表现，逐渐不需要明确的反馈和元语言解释。将学习扩展到课堂时间之外，并成为 L2 输入和反馈的持续来源。此外，结果表明，DA 和对话调解帮助学生反思他们的语言表现，逐渐不需要明确的反馈和元语言解释。