The Role of Dynamic Assessment in an English Language Learning Mobile Application

The current study was an endeavor to examine an English language learning application, namely, Busuu, with regard to different types of assessment activities in light of Vygotsky's (۱۹۷۸) dynamic assessment model. In each level of the app, three lessons from the first part, three lessons from the middle, and three lessons from the last part of each level were examined to see what type of assessment activity they make use of. Additionally, the researcher randomly selected forty writing samples and analyzed them based on the dynamic assessment model. The results demonstrated that the application mostly focuses on true-false activities, then on fill-in-blank activities, and finally on sentence arrangement activities. Furthermore, it was revealed that the writing activity in this app was in the form of a post that students post their writing, and native speakers will provide feedback for them. The results indicated no trace of dynamic assessment-based activities in the application. The findings certainly have implications for app designers and producers of internet-based materials. It broadens their views for laying more emphasis on activities and exercises that apply the dynamic assessment principles.