Oral Reflection Tasks: Advanced Spanish L2 Learner Insights on Emergency Remote Teaching Assessment Practices in a Higher Education Context

This paper reports on a small-scale study that is the first to explore Advanced Spanish L2 learners’ personal awareness of their language and culture learning through e-assessment tasks in an Emergency Remote Teaching (ERT) context, mediated by five task-specific, individual spoken reflections. The value reflection education, particularly for writing distance learning, has been explored different modalities, e.g., group reflection. Building previous research, this explores advanced learners (n = 25) reflecting multi-modal e-assessments individually assessed oral audio-recorded post-assessment 125). A thematic content analysis applied transcriptions yields findings from pedagogical perspective completing assessments affective responses. candid explicit orientations towards various types multimodal language-learning offer instructors information classroom-based assessment being enablers goals.