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The present case study investigated the potential of the Common EuropeanFramework of Reference (CEFR) for languages: learning, teaching, assessmentcan-do descriptors for mediation in an English for Specific Purposes (ESP)Computer-Assisted Language Learning (CALL)-based context. Fabricatingdescriptors for mediation was cardinal for the Council of Europe’s (2018)endeavour in updating the CEFR Companion. Despite surfacing just as alanguage skill in the 2001 CEFR Companion, mediation is now viewed as acentral mode of communication in the New CEFR Companion, both in thereceptive and productive modes. As they were just introduced in 2018, theCEFR mediation descriptor scales have not yet been sufficiently explored.The main goal of the present research was to fill some of this gap in theliterature by investigating the potential of the CEFR for languagesdescriptors for mediation in an ESP CALL-based CEFR B2 tertiary levelcontext (a 13 week ESP course specifically designed to meet the needs ofuniversity Rehabilitation Sciences students.) Data collection tools includedstudents’ self-assessment against can-do descriptors for mediation,observation, student reflections, and focus group interviews. The findingssuggest that the implementation of the existing course activities had thepotential to promote mediation processes. The significant role of mediationin carrying out the course activities in addition to the CALL component ofthe ESP course activities highlighted the potential of CALL technologies totrigger, support, and promote mediation processes; this finding stressed theunderlying role of the nature and the structure of the ESP course’sCALL-Based activities in supporting mediation processes.

The potential of the CEFR for languages descriptors for mediation in an ESP CALL-based context