Oktavia Tri Sanggala Dewi, Joko Slamet
English as a Lingua Franca (ELF) is increasingly relevant in global communication, yet English as Foreign Language (EFL) assessments still emphasize native-speaker norms, overlooking the diverse linguistic realities of multicultural learners. Spoken assessments often prioritize accuracy and accent over intelligibility and adaptability, creating challenges in culturally diverse classrooms. Although ELF has been explored in communicative contexts, limited research has examined its formative assessment applications through digital platforms like Learning Management Systems (LMS), leaving a critical gap in pedagogical practice. To address this gap, this study explored how LMS-integrated formative assessment grounded in ELF principles could support students’ spoken communication development in a culturally diverse classroom setting. Employing a qualitative case study method, the research involved 72 first-semester undergraduate students enrolled in a Speaking for Beginners course at a prominent private university in East Java, Indonesia. Data were collected through classroom observations, spoken task recordings, and structured interviews conducted with eight purposefully selected students. Findings revealed that the LMS-integrated formative assessment encouraged students to use adaptive communication strategies such as negotiation of meaning, clarification requests, and self-monitoring of intelligibility. Many students became more attentive to interactional dynamics and demonstrated flexibility in handling communication breakdowns. However, some encountered difficulties in recognizing and evaluating pragmatic features and expressed uncertainty when participating in peer-interaction tasks. These insights highlight the potential of formative ELF-based assessment to enhance communicative competence in diverse classrooms while also pointing to the need for clearer instructional scaffolding and guided reflection through digital learning platforms. © The Author(s) 2025.
Universitas PGRI Adi Buana, Surabaya, Indonesia; Universitas Negeri Malang, Malang, Indonesia
