Oral Reflection Tasks: Advanced Spanish L2 Learner Insights on Emergency Remote Teaching Assessment Practices in a Higher Education Context

This paper reports on a small-scale study that is the first to explore Advanced Spanish L2 learners’ personal awareness of their language and culture learning through e-assessment tasks in an Emergency Remote Teaching (ERT) context, mediated by five task-specific, individual spoken reflections. The value of reflection in education, particularly for L2 writing and distance learning, has been explored in different modalities, e.g., individual spoken reflection and group spoken reflection. Building on previous research, this study explores a group of advanced Spanish L2 learners (n = 25) reflecting on five multi-modal e-assessments through individually assessed oral audio-recorded post-assessment reflection tasks (n = 125). A thematic content analysis applied to transcriptions yields findings from a pedagogical perspective on language learning, completing assessments and personal affective responses. The learners’ candid and explicit orientations towards various types of multimodal language-learning e-assessment tasks offer instructors information on learners’ awareness of classroom-based assessment tasks being enablers for individual learning goals.