In the PDF of this article, the pages were incorrectly numbered as ‘2303–2327’ when it should have been ‘3637–3661’. The page range was found to be just correct in the HTML version of the article. The original article has been corrected.

In today’s environment of growing class sizes due to the prevalence of online and e-learning systems, providing one-to-one instruction and feedback has become a challenging task for teachers. Anyhow, the dialectical integration of instruction and assessment into a seamless and dynamic activity can provide a continuous flow of assessment information for teachers to boost and individualize learning. In this regard, adaptive learning technology is one way to facilitate teacher-supported learning and personalize curriculum and learning experiences. This study aimed to investigate the potential of an adaptive Computerized Dynamic Assessment (C-DA) tool applicable as a language diagnostician and assistant. The study tried to get insight into 75 Iranian EFL learners’ listening development by focusing on the learning potential exhibited through learners’ assessment and the degree of internalization of mediation. To achieve these, a C-DA tutor including two dynamic listening comprehension tests, each comprising 20 items, arranged in the order of difficulty was developed. The test takers unable to answer an item correctly were provided with graduated hints for different comprehension- and production-type items and the overall difficulty level of the test was adapted to the test takers’ proficiency level. In order to have a full diagnosis of each individual’s listening development, the adaptive C-DA automatically generated five test scores on each learner’s performance: actual (unmediated) score, mediated score, gain score, Learning Potential Score (LPS), and transfer score. The results of paired-sample t-tests revealed a significant development from the actual to the mediated scores. Furthermore, the LPSs indicated that the tutor was capable of revealing learners’ potential for learning. Moreover, learners with high LPS gained a higher mean for transfer scores followed by transfer scores of medium and low levels. The results of Mann-Whitney tests revealed a significant difference in the degree of internalization of mediation of learners with mid and low range of LPSs on the easy test and high and low range of LPSs on the difficult test. The findings of this research can have important theoretical and practical implications for researchers and educationalists. The instructional value of this adaptive C-DA tool lies in its unique opportunities for individualizing learning and developing individual learning plans in accordance with learners’ needs.

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