From planning to performance: A conversation analytic study on negotiation and reenactment of assessables in video-mediated planning and paired L2 roleplay assessment tasks

Date

2026-8-18

Author

Hırçın Çoban, Merve

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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

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A number of recent studies have explored the assessment of L2 interactional competence (IC) in video-mediated settings; however, the discourse features of preperformance planning interactions and their direct impact on subsequent assessment tasks remain under-researched. This study investigates video-mediated preperformance planning interactions and subsequent paired L2 oral roleplay assessment interactions within an English preparatory program at a foundation university in Türkiye. Employing Multimodal Conversation Analysis (MCA) from an emic perspective, the study analyzes a dataset of screen recordings from 117 pairs during pre-performance planning and assessment interactions to uncover how planning activities shape subsequent assessment talk. The findings reveal that pre-performance planning functions as a highly collaborative space where test-takers actively negotiate and co-construct upcoming assessable items. Specifically, during the planning phase, test-takers utilize quotative frames, listing markers and Turkish discourse particles and resort to language alternation to negotiate the assessables. In the subsequent assessment interactions, test-takers systematically reenact these assessables by employing interactional resources such as averting gaze, checking notes, hesitation markers and pauses. The analysis demonstrates that the successful deployment of these resources is instrumental in transforming both planning and performance into a cohesive social practice. Ultimately, this study contributes to the validity of video-mediated language assessment and offers pedagogical implications for integrating pre-performance planning into L2 IC instruction and testing frameworks.

Subject Keywords

Video-mediated oral assessment, L2 roleplay, pre-performance planning, conversation analysis, assessable

URI

https://hdl.handle.net/11511/120058

Collections

Graduate School of Social Sciences, Thesis