VietTESOL International Convention 2026

Although the Common European Framework of Reference for Languages (CEFR) is widely used to describe language proficiency, classroom implementation often lags behind policy because teachers need practical routines that translate CEFR “can-do” descriptors into observable performance and usable formative evidence. This study examined whether a rotational pair-work intervention could improve Thai secondary students’ sentence-level writing when interpreting public signs through modal verbs. Thirty Thai Grade 9 EFL learners participated in a pretest–intervention–posttest design. The intervention used station rotation tasks in which learners constructed sentences from signs and conducted peer checking using three CEFR-informed criteria: grammatical accuracy, sentence construction, and orthographic control. Writing performance was assessed with a four-point rubric. Mixed-effects modelling showed a significant effect of test condition, indicating improved writing after the intervention. Pretest-to-posttest gains were observed across all criteria, with larger improvements in grammatical accuracy and sentence construction than in orthographic control. Overall, the findings suggest that repeated, low-stakes sentence writing combined with structured peer negotiation can make progress visible within ordinary lessons. The study proposes a practical, repeatable routine for embedding assessment for learning in everyday instruction, eliciting performance evidence, distributing formative feedback, and operationalizing CEFR descriptor dimensions as task-specific, observable scoring criteria for sentence-level classroom assessment without extensive curricular overhaul.