Deeper learning (DL) is firmly rooted in learning science and computer science. However, a dearth of review studies has probed its trajectory in DL in foreign languages(DLFL). Utilizing SSCI from the Web of Science Core Collection, we employ Citespace and Vosviewer to analyze the scientific knowledge graph of DLFL literature. Our analysis elucidates its geographical spread over time, highlights critical areas for further research, and identifies current trends in its evolution. The results show that DLFL research advances with the United States, China, the United Kingdom, Spain, and Australia ranking in the top five in terms of the number of articles published; the research hotspots focus on factors influencing DLFL, learners’ cognitive processes through language acquisition and information technology intervention in DLFL. The field of DLFL pertains to learning science, which is dedicated to enhancing learners’ performance, while computer science emphasizes utilizing advanced educational technologies as intervention tools. From learning science to computer science, both fields have followed distinct paths in their respective developments with a trend of integration, and the latter provided the former with a continuous supply of technology-mediated educational tools, including the future uses of computational thinking and ChatGPTs. As for future research directions, the development trajectory of DLFL will focus on natural language processing, cognitive neuroscience, and artificial intelligence. The findings will offer insights for future research on DLFL by enhancing the informational and computational literacy of both instructors and learners, empowering them to navigate and leverage the transformative potential of DLFL.

This article explores the value of dynamic assessment (DA) for college English writing (CEW), a required course for millions of students in China that typically enrolls 50 students in each class. An interventionist approach to DA, in which mediation and administration are standardized, was selected and supplemented with a construct-descriptor-based rating checklist as a writing assessment before and after an eight-week instruction phase. The DA group received graduated mediation that focused on the constructs and descriptors from the scale, while a control group received holistic corrections. Data were processed through ANOVA and MANCOVA revealing variable development concerning specific constructs but overall significantly greater improvement by the DA group. The results are interpreted according to the degree of change as indicative of the zone of proximal development. The value of the construct-driven scale and associated descriptors through the mediational process are also discussed. It is argued that interventionist DA is equipped to identify the components and processes within a construct, and in so doing offers the possibility of fine-tuning teachers’ and learners’ understanding of problem areas for individuals. <!----> <!----> <!----> <!---->