The 21st century higher education EFL learner profile with e-classroom interactional competence via learning-oriented assessment: A case study

This study aims to shape Electronic Classroom Interactional Competence of higher education EFL learners through the implementation of Learning-oriented Assessment in an assumed classroom context mode created during synchronous online lessons. The study also aims to scrutinize the learning gains and perceptions on the self, peer and feedback evaluations in shaping their own Electronic Classroom Interactional Competence. As the research being designed to be a journey for shaping their own interaction with their peers, the EFL learners are guided to a more productive, motivating, interactive, creative environment to facilitate their own learning as being a 21st century necessity. In this way, it is aimed to dismiss traditional methods aside, promoting more space for higher education EFL learners to be much more creative and critical, acting in a prone way, in line with the multilingualism and interaction brought by the globalization of the 21st century by reconsidering the Common European Framework of Reference as an innovation in shaping interaction among learners. Bearing the aims of the study in mind, the research was designed as a case study in which the objective was to observe the case of higher education EFL learners in shaping their own Electronic Classroom Interactional Competence by being involved in seven assessments throughout one semester (16 weeks). In this vein, a purposive sampling method was adopted and six EFL learners were selected in clusters of two high achievers, two average achievers and two low achievers to observe the differences between classroom modes and interaction among other learners. The participants were provided with the breakout rooms on Microsoft Teams Platform to interact with their peers by performing their own learning and giving each other feedback in reading classes. Accordingly, the learning-oriented assessments were prepared in line with the mediation and interaction strategies and scales suggested by the Common European Framework of Reference. In contrast with the traditional synchronous online language lessons, the flow in the breakout rooms was transferred to learners' own interaction, rather than the teacher; to contribute to an effective and fruitful classroom mode for learners, which is classroom context mode. The interaction in the breakout rooms, in the synchronous online lessons and feedback sessions were audio-recorded. The data obtained from this interaction were analyzed by using Conversation Analysis, Self-Evaluation Teacher Talk, mediation and interaction strategies scale suggested in the Common European Framework of Reference and Cambridge Speaking Assessment Scale B2 in terms of discourse management and interactive communication whereas the feedback sessions were analyzed by Thematic Analysis. In addition to the data set gathered for interaction of the learners, each learner responded to pre and post Common European Framework of Reference Self-assessment Grids, post lesson online questionnaires on self-evaluation, peer evaluation and learning from feedback, post lesson online reflective journals and a focus group interview. While the self-assessment grids on spoken interaction and mediation and post lesson online questionnaires were analyzed descriptively for each participant, data gathered from the post lesson online reflective journals and focus group interview were analyzed based on Thematic Analysis. The major findings revealed that although the learners were involved in mediation and interaction in different modes of contexts and shaped their Electronic Classroom Interactional Competence individually, there was no progress in main sessions of the classes. Significantly, Electronic Classroom Interactional Competence of learners was found to be context, assessment and peer bounded. The findings also confirmed that peer selection was the paramount factor in transforming the mode of the context into classroom context mode. In this vein, the study revealed that peers that has Electronic Classroom Interactional Competence capacity of discourse management, of using mediation and interaction strategies were efficient in shaping other learners' contribution and in changing the context into classroom context mode. Furthermore, the findings related to the perceptions on Learning-oriented Assessment displayed the efficiency of self-assessment, peer assessment and feedback in learning from peers. The perceptions of learners on Electronic Classroom Interactional Competence highlighted the importance of thinking faster, motivation, self-confidence and importance of peer selection, as well. Bearing all these in mind, a medium depending on the pedagogic goals of the moment should be involved in synchronous online lessons to enhance Electronic Classroom Interactional Competence so that learners could both have discourse control of the moment and become responsible for their own learning.