{"title":"Co-constructive feedback affordances in integrated performance assessment learner dyads","authors":"Mark Darhower, Dawn Smith-Sherwood","doi":"10.1111/flan.12805","DOIUrl":null,"url":null,"abstract":"<p>Integrated Performance Assessments (IPAs) are increasingly prevalent in world language instruction. While researchers have investigated various dimensions of IPAs, only one previous study has analyzed the discursive content of associated teacher-learner co-constructive feedback sessions (Adair-Hauck & Troyan, 2013). The present study examines the feedback affordances generated during co-constructive feedback sessions with two learner dyads, as well as learner performance in the interpersonal speaking component of four IPA cycles. The findings demonstrated that the learner dyads engaged in the co-construction of abundant feedback affordances with the researchers and each other, and appear to have utilized some of the affordances in subsequent IPAs, in which three of four participants improved their performance. Research and pedagogical implications of these findings are discussed.</p>","PeriodicalId":47560,"journal":{"name":"Foreign Language Annals","volume":"58 2","pages":"278-299"},"PeriodicalIF":1.5000,"publicationDate":"2025-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/flan.12805","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Foreign Language Annals","FirstCategoryId":"98","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1111/flan.12805","RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
Integrated Performance Assessments (IPAs) are increasingly prevalent in world language instruction. While researchers have investigated various dimensions of IPAs, only one previous study has analyzed the discursive content of associated teacher-learner co-constructive feedback sessions (Adair-Hauck & Troyan, 2013). The present study examines the feedback affordances generated during co-constructive feedback sessions with two learner dyads, as well as learner performance in the interpersonal speaking component of four IPA cycles. The findings demonstrated that the learner dyads engaged in the co-construction of abundant feedback affordances with the researchers and each other, and appear to have utilized some of the affordances in subsequent IPAs, in which three of four participants improved their performance. Research and pedagogical implications of these findings are discussed.
期刊介绍：
Dedicated to the advancement of language teaching and learning, Foreign Language Annals (FLA) seeks to serve the professional interests of classroom instructors, researchers, and administrators concerned with the learning and teaching of languages at all levels of instruction. The journal welcomes submissions of the highest quality that report empirical or theoretical research on language learning or teaching, that describe innovative and successful practice and methods, and/or that are relevant to the concerns and issues of the profession. FLA focuses primarily on language education for languages other than English.
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