Zahra Banitalebi - Ph.D Allameh Tabataba’i University, Tehran, Iran
Farhad Ghiasvand - Ph.D Allameh Tabataba'i University, Tehran, Iran

Learning-oriented assessment (LOA) has recently gained increasing attention among language researchers. It has been found momentous for both teaching and learning. However, its practical domain has remained under-researched and the current literature has mostly focused on its practicality. Nevertheless, the role of teachers’ assessment strategies in the implementation and success of LOA has been overlooked, to date. Moreover, there is a dearth of research on how English as a foreign language (EFL) teachers capture moments of spontaneous LOA. To fill these gaps, the present case study explored an Iranian EFL teacher’s questioning strategies as an aspect of spontaneous LOA. Utilizing Conversation Analysis (CA) and Interpretative Phenomenological Analysis (IPA), this study attempted to uncover the instances of LOA practice represented through questioning strategies during classroom interactions at a basic level. The findings revealed that two types of questioning strategies, namely metacognitive questions and designedly incomplete utterances (DIU), occurred when the teacher extended the main assessment task to focus on the earlier learning goals. In so doing, the teacher sought evidence of student learning status already elicited to take the next step. The study has insightful implications for EFL teachers and trainers concerning metacognitive questions and DIU as useful tools to practice LOA in L۲ education.

classroom assessment, conversation analysis, interpretative phenomenological analysis, learning-oriented assessment, teacher questioning strategies, classroom assessment, conversation analysis, interpretative phenomenological analysis, learning-oriented assessment, teacher questioning strategies