Can Paired Speaking Tests Assess the Interactional Competence of Beginner Learners in EFL Classroom Settings?

Paired speaking tests, in which learners interact with one another, have been regarded as an effective format for assessing interactional competence (IC). However, previous research has focused primarily on learners at the Common European Framework of Reference for Languages (CEFR) B1 level or above, such as university students in English-speaking countries, leaving the applicability of this format to beginner learners in EFL classrooms unexplored. To address this gap, this study investigated whether paired speaking tests can effectively assess the IC of learners at the A2 level or below in EFL classrooms. Forty Japanese junior high school students completed a paired speaking test. The macro-level analysis of interactional patterns identified four interactional patterns: collaborative (35.0%), passive parallel (50.0%), dominant/passive (5.0%), and expert/novice (10.0%). The clear contrast among these patterns indicated that the test distinguished learners with IC from those without. These findings suggest that paired speaking tests can assess IC even at low proficiency levels. A micro-level analysis further showed that more frequent turn-taking, responding, questioning, and breakdown repair were associated with evidence of IC. It also indicated that, at the A2 level or below, sustaining and developing interaction depended mainly on asking topic-related questions and providing more than minimal responses.