The current study addressed the impact of computerized dynamic assessment (C-DA) on the TOEFL iBT listening comprehension test administered to Iranian EFL learners (n = 185) who took part in preparation courses on the TOEFL exam in some language centres in Iran. To mediate the test-takers with hints to process the listening questions, a computer software program was developed, and it was meant to produce the following: Actual, mediated, and learning potential scores. Findings of the study indicated that the actual and mediated scores led to significant different mean scores in various listening ability levels in almost all question types. Generally, results highlighted the significant positive impact of C-DA on improving EFL test-takers’ performances in the monologue and dialogue tasks. Teachers were recommended to implement C-DA since the information gained from this sociocultural assessment mode empowers them to provide learners with more individualized and accordingly more effective teaching and assessment strategies.

目前的研究探讨了计算机化动态评估 (C-DA) 对伊朗EFL 学习者 ( n = 185）谁参加了伊朗一些语言中心的托福考试预备课程。为了给考生提供处理听力问题的提示，我们开发了一个计算机软件程序，旨在产生以下内容：实际分数、中介分数和学习潜力分数。研究结果表明，在几乎所有问题类型中，实际分数和中介分数导致不同听力水平的平均分数存在显着差异。总的来说，结果突出了 C-DA 对提高 EFL 考生在独白和对话任务中的表现的显着积极影响。