Examining Spontaneous Assessments Mediated through Peer-to-Peer Interaction in an ESL Classroom: A Learning-Oriented Assessment (LOA) Approach

Many empirical studies related to CBAs focused on interactive assessments in general (e.g., Leung & Mohan, 2004; Hamp-Lyons Tavares, 2011), or dynamic Lantolf Poehner, 2011; Poehner Compernolle, 2011) and peer-assessments Aryadoust, 2015; Cheng Warren, 2005) particular. Few have spontaneous embedded teacher instruction mediated through interaction using the LOA approach Purpura et al., 2016). No study, best of my knowledge, has used examine mainly peer-to-peer interaction. This study then aims address gap, contributing strand CBA research that links classroom discourse with assessments. By analyzing a stretch between group adult ESL students lens framework (Turner Purpura, 2016; 2020a), this seeks answer two questions: (1) What is nature interaction? (2) To what extent there evidence kind assessment contributes L2 processing learning?