Abstract
Open discussion tasks that involve problem-solving and the sharing of ideas are not amenable to the elicitation of target language forms. By systematically introducing formative assessment into the task, it is possible to improve students’ elaboration of language related episodes (LREs). In this article, I describe and evaluate the implementation of a resource based on the principles of formative assessment. Through the use of extracts focusing on students’ LREs, I show how formative assessment can be embedded into discussion tasks. The extracts reveal that students are capable of engaging in formative assessment, but may require more training in order to focus on specific language forms.
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