The post-digital shift triggered by the global pandemic significantly impacted educational practices, particularly with regard to the integration of digital media into teaching and assessment. This paper examines the effect of this transformation on oral examinations in foreign language education by comparing face-to-face and online formats. Drawing on a corpus of German-language examinations from two Italian universities, the study analyses communicative behaviour, interactional dynamics, and medium-specific constructs of prox-imity and distance. The findings highlight functional differences between digital and in-person examination settings, providing insights into the evolving landscape of media-didactic scenarios within the domains of institutional and academic language assessment.
Prüfungsgesprächeim intermedialen Vergleich: ein Beispiel aus dem italienischen DaF-Bereich
Martina Lemmetti
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2026-01-01
Abstract
The post-digital shift triggered by the global pandemic significantly impacted educational practices, particularly with regard to the integration of digital media into teaching and assessment. This paper examines the effect of this transformation on oral examinations in foreign language education by comparing face-to-face and online formats. Drawing on a corpus of German-language examinations from two Italian universities, the study analyses communicative behaviour, interactional dynamics, and medium-specific constructs of prox-imity and distance. The findings highlight functional differences between digital and in-person examination settings, providing insights into the evolving landscape of media-didactic scenarios within the domains of institutional and academic language assessment.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
