Peer-learning in Young Learners English Speaking Tasks: An Ecological Analysis

The study examined English teachers’ agentive actions in a speaking assessment when utilizing students’ talks as model of responses to promote peer- learning. This instrumental case views teacher agency on from an ecological perspective, emphasizing the quality engagement their environment. involved four primary teachers teaching Year 5 and 6. data were collected through classroom observations, audio-stimulated verbal recall interviews, field notes. analyzed thematically nVivo12Pro software, where themes identified repetition keywords. Co-coding, back-translation, participant validation employed achieve trustworthiness reliability data. revealed that peer-learning was facilitated following understanding contexts, i.e., emerging problems during needs. exercised by assigning More-Proficient Students (MPS) perform talk, which Less-Proficient (LPS) could learn, utilized MPS’ accordingly. findings strengthened importance with contexts determining actions. In addition, shows interplay between theories classroom-based assessment, agency, for young language learners peer-learning. has implications relevant stakeholders about providing better supports exercising roles facilitating