The Effects of Extended Planning Time on Candidates' Performance, Processes, and Strategy Use in the Lecture Listening-into-Speaking Tasks of the "TOEFL iBT"® Test. TOEFL® Research Report. RR-93. ETS RR-21-09

Autor/inn/en	Inoue, Chihiro; Lam, Daniel M. K.
Titel	The Effects of Extended Planning Time on Candidates' Performance, Processes, and Strategy Use in the Lecture Listening-into-Speaking Tasks of the "TOEFL iBT"® Test. TOEFL® Research Report. RR-93. ETS RR-21-09
Quelle	In: ETS Research Report Series, (2021), (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2330-8516
Schlagwörter	Foreign Countries; English (Second Language); Language Tests; Second Language Learning; Test Wiseness; Planning; Foreign Students; College Students; Scores; Learning Strategies; Metacognition; Listening; Speech Skills; Validity; Cognitive Processes; Language Proficiency; United Kingdom; Test of English as a Foreign Language + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Language test; Sprachtest; Zweitsprachenerwerb; Ablaufplanung; Planungsprozess; Collegestudent; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Hörvorgang; Zuhören; Mündliche Leistung; Sprachfertigkeit; Gültigkeit; Cognitive process; Kognitiver Prozess; Language skill; Language skills; Sprachkompetenz; Großbritannien
Abstract	This study investigated the effects of two different planning time conditions (i.e., operational [20 s] and extended length [90 s]) for the lecture listening-into-speaking tasks of the "TOEFL iBT"® test for candidates at different proficiency levels. Seventy international students based in universities and language schools in the United Kingdom (35 at a lower level; 35 at a higher level) participated in the study. The effects of different lengths of planning time were examined in terms of: (1) the scores given by ETS-certified raters; (2) the quality of the speaking performances characterized by accurately reproduced idea units and the measures of complexity, accuracy, and fluency; and (3) self-reported use of cognitive and metacognitive processes and strategies during listening, planning, and speaking. The results found neither a statistically significant main effect of the length of planning time nor an interaction between planning time and proficiency on the scores or on the quality of the speaking performance. There were several cognitive and metacognitive processes and strategies where significantly more engagement was reported under the extended planning time, which suggests enhanced cognitive validity of the task. However, the increased engagement in planning did not lead to any measurable improvement in the score. Therefore, in the interest of practicality, the results of this study provide justifications for the operational length of planning time for the lecture listening-into-speaking tasks in the speaking section of the TOEFL iBT test. (As Provided).
Anmerkungen	Educational Testing Service. Rosedale Road, MS19-R Princeton, NJ 08541. Tel: 609-921-9000; Fax: 609-734-5410; e-mail: RDweb@ets.org; Web site: https://www.ets.org/research/policy_research_reports/ets
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01