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Teaching vocabulary to adolescents with language disorder: perspectives from teachers and speech and language therapists
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Teaching vocabulary to adolescents with language disorder: Perspectives from teachers and speech and language therapists
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Technology-mediated task-based language teaching : a qualitative research synthesis
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English language learning as a Trojan horse? Examining early childhood teachers' views of teaching young children in an English-medium NGO in India
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Challenges with using formative and authentic assessment in physical education teaching from experienced teachers' perspectives
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Counterstories of Honors Students of Color
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In: Honors in Practice -- Online Archive (2022)
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Automatic Detection of Plagiarism in Writing
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In: Studies in Applied Linguistics & TESOL, Vol 21, Iss 2 (2022) (2022)
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An Overview of Writing Process Research: Using Innovative Tasks and Techniques for a Better Understanding of L2 Writing Processes in Assessment Contexts
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In: Studies in Applied Linguistics & TESOL, Vol 21, Iss 2 (2022) (2022)
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Generalizability of Writing Scores and Language Program Placement Decisions: Score Dependability, Task Variability, and Score Profiles on an ESL Placement Test
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In: Studies in Applied Linguistics & TESOL, Vol 21, Iss 2 (2022) (2022)
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Examining Spontaneous Assessments Mediated through Peer-to-Peer Interaction in an ESL Classroom: A Learning-Oriented Assessment (LOA) Approach
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In: Studies in Applied Linguistics & TESOL, Vol 21, Iss 2 (2022) (2022)
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Abstract:
Many empirical studies related to CBAs focused on interactive assessments in general (e.g., Leung & Mohan, 2004; Hamp-Lyons & Tavares, 2011), or dynamic assessments (e.g., Lantolf & Poehner, 2011; Poehner & Compernolle, 2011) and peer-assessments (e.g., Aryadoust, 2015; Cheng & Warren, 2005) in particular. Few studies have focused on spontaneous assessments embedded in teacher instruction mediated through interaction using the LOA approach (e.g., Purpura et al., 2016). No study, to the best of my knowledge, has used the LOA approach to examine spontaneous assessments mediated mainly through peer-to-peer interaction. This study then aims to address the gap, contributing to the strand of CBA research that links classroom discourse with spontaneous assessments. By analyzing a stretch of interaction between a group of adult ESL students through the lens of the LOA framework (Turner & Purpura, 2016; Purpura, 2020a), this study seeks to answer two questions: (1) What is the nature of spontaneous assessments mediated through peer-to-peer interaction? (2) To what extent is there evidence that this kind of assessment contributes to L2 processing and learning?
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Keyword:
A Learning-Oriented Assessment (LOA) Approach; English language; LB5-3640; PE1-3729; Peer-to-Peer Interaction; Spontaneous Assessments; Theory and practice of education
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URL: https://doaj.org/article/32580d7e53fb47ebbe03317c3f901ed0
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Examining Spontaneous Assessments Mediated through Peer-to-Peer Interaction in an ESL Classroom: A Learning-Oriented Assessment (LOA) Approach
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In: Studies in Applied Linguistics & TESOL, Vol 21, Iss 2 (2022) (2022)
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A Review and Discussion of In-service EFL Teachers’ Language Assessment Literacy Level in Junior High School in China
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In: Studies in Applied Linguistics & TESOL, Vol 21, Iss 2 (2022) (2022)
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Classroom-based Conversation Analytic Research: Theoretical and Applied Perspectives on Pedagogy
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In: Studies in Applied Linguistics & TESOL, Vol 21, Iss 2 (2022) (2022)
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Current Trends in Second Language Assessment
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In: Studies in Applied Linguistics & TESOL, Vol 21, Iss 2 (2022) (2022)
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Current Trends in Second Language Assessment
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In: Studies in Applied Linguistics & TESOL, Vol 21, Iss 2 (2022) (2022)
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Classroom-based Conversation Analytic Research: Theoretical and Applied Perspectives on Pedagogy
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In: Studies in Applied Linguistics & TESOL, Vol 21, Iss 2 (2022) (2022)
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A Review and Discussion of In-service EFL Teachers’ Language Assessment Literacy Level in Junior High School in China
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In: Studies in Applied Linguistics & TESOL, Vol 21, Iss 2 (2022) (2022)
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Readers' Credits for Volume 21, Issue 2
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In: Studies in Applied Linguistics & TESOL, Vol 21, Iss 2 (2022) (2022)
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An Overview of Writing Process Research: Using Innovative Tasks and Techniques for a Better Understanding of L2 Writing Processes in Assessment Contexts
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In: Studies in Applied Linguistics & TESOL, Vol 21, Iss 2 (2022) (2022)
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Generalizability of Writing Scores and Language Program Placement Decisions: Score Dependability, Task Variability, and Score Profiles on an ESL Placement Test
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In: Studies in Applied Linguistics & TESOL, Vol 21, Iss 2 (2022) (2022)
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