摘要：AbstractThis study represents a web-based qualitative inquiry in the synchronous computer mediated communication (SCMC) via Web 2.0. It explores L2 learners’ socio-cognitive development through dynamic assessment (DA), which follows Vygotsky's preference for cooperative dialogue in the zone of proximal development. Microgenesis as a general analytical framework is used to investigate the changes in learners’ progression from other to self-regulation. The results of the study indicate that we can gain better insights into the participants’ level of regulation and their potential for future socio-cognitive development in SCMC based DA in Web 2.0.
