Effects of Task Types on Interactional Competence in Oral Communication Assessment

Autor/in	Vo, Sonca Thanh
Titel	Effects of Task Types on Interactional Competence in Oral Communication Assessment
Quelle	(2019), (205 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Iowa State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-0855-7338-2
Schlagwörter	Hochschulschrift; Dissertation; Evaluators; Verbal Communication; Speech Communication; Speech Evaluation; Task Analysis; Discussion; Scores; Interaction; Interaction Process Analysis; Interpersonal Communication; Nonverbal Communication; Tests; Interpersonal Competence; Interviews; Oral Language + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Aufgabenanalyse; Diskussion; Interaktion; Prozessanalyse; Interpersonale Kommunikation; Non-verbal communication; Nonverbale Kommunikation; Examination; Prüfung; Examen; Interpersonale Kompetenz; Interviewing; Interviewtechnik; Oral interpretation; Mündlicher Sprachgebrauch
Abstract	Studies of interaction in speaking assessment have highlighted problems regarding the unequal distribution of interaction patterns in interviews versus paired formats (Van Lier, 1989; Young & He, 1998). These studies, however, only looked at verbal interaction features, and no attempts in these studies were made to investigate both verbal and nonverbal interaction features elicited in interviews versus paired formats. Therefore, the purpose of this dissertation is to examine the effects of task types on the elicitation of interaction features in speaking assessment. The study has three aims: investigate which interaction features raters noticed when evaluating interaction in the individual and paired discussion task; investigate if these different tasks elicited similar or different interaction features; and examine the extent to which these features contributed to variance in interactional competence scores across task types. To achieve these goals, an individual scripted interview and a paired discussion task are analyzed using a mixed-methods approach.A qualitative analysis of 32 verbal reports from four raters judging test takers' interactional competence showed that raters attended to five nonverbal and 14 verbal interaction features in both tasks. An interaction ability scale was developed based on those features. Two raters evaluated 68 test-taker performances both analytically using the scale and holistically using an interactional competence scale. The analytic scores were used to conduct an exploratory factor analysis which revealed four factors: body language, topic management, interactional management, and interactive listening. Logistic regression analyses showed that while the individual task elicited more topic management features, the paired discussion task elicited more interactional management features. Then, the holistic and analytic scores were analyzed using simple regressions, which showed that body language and topic management features predicted interactional competence scores in the individual task, whereas body language, topic management, interactional management, and interactive listening features were predictors of scores in the paired discussion task.The findings suggest that both nonverbal and verbal interaction features are important in the interactional competence construct. The paired format provides test takers with more opportunities to demonstrate their interactional ability. The study also suggests the importance of rater training in evaluating interactional competence. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Update	2024/1/01