Multimodal Assessment as a Pathway to Interaction, Reflection, and L2 Oral Competence

Abstract

This classroom-based study examines learners’ perceptions of two innovative, learner-centered approaches to oral assessment implemented in advanced English courses at a public university in Argentina. Moving beyond traditional teacher-led interviews, the research explores how multimodal and reflective assessment formats may support students’ development of oral competence, autonomy, and metacognitive awareness. Using a mixed-methods design, quantitative data from post-assessment questionnaires were analyzed alongside qualitative reflections to identify patterns of convergence and divergence across pedagogical dimensions. Results revealed consistently positive perceptions, with students highlighting the value of interaction, creativity, and self-reflection as key to improving their communicative performance. The findings suggest that multimodal, interaction-oriented assessment can transform assessment into a process of learning and engagement, offering a viable alternative to conventional testing practices.