Computerized Dynamic Assessment (henceforth CDA) represents a paradigm shift in second language (L2) assessment, integrating instruction with assessment to reflect learners’ developed abilities and potentials (responsiveness to mediation). CDA has been gradually adopted in L2 teaching and assessing. Results show that its application to L2 education has positive impact on learners’ language abilities. However, study on its impact to L2 listening remains relatively under-explored. The review introduces its research framework, summarizes findings from key studies, identifies CDA models and discusses its application value and challenges. The article provides suggestion for future research, including longitudinal designs, mixed-methods approaches, and the incorporation of advanced technologies to enhance the validity and practicality of CDA in L2 listening.

Liang Qiangmei. Teaching and Assessing L2 Listening Comprehension with Computerized Dynamic Assessment (CDA): Theoretical Foundations, CDA Models, and Future Directions. International Journal of New Developments in Education (2026), Vol. 8, Issue 4: 29-36. https://doi.org/10.25236/IJNDE.2026.080405.

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