Assessing English Language Learners' Oral Performance: A Comparison of Monologue, Interview, and Group Oral Test

Autor/inn/en	Ahmadi, Alireza; Sadeghi, Elham
Titel	Assessing English Language Learners' Oral Performance: A Comparison of Monologue, Interview, and Group Oral Test
Quelle	In: Language Assessment Quarterly, 13 (2016) 4, S.341-358 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1543-4303
DOI	10.1080/15434303.2016.1236797
Schlagwörter	Oral Language; Comparative Analysis; Language Fluency; Accuracy; English (Second Language); Second Language Learning; Interviews; Language Tests; Statistical Analysis; Test Format; Scores; Foreign Countries; Discourse Analysis; Evaluators; Graduate Students; Undergraduate Students; Second Language Instruction; Interrater Reliability; Iran + Suchen Sie Ihr Suchwort? Oral interpretation; Mündlicher Sprachgebrauch; Language skill; Language skills; Sprachkompetenz; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Interviewing; Interviewtechnik; Language test; Sprachtest; Statistische Analyse; Testentwicklung; Ausland; Diskursanalyse; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Fremdsprachenunterricht; Interrater-Reliabilität
Abstract	In the present study we investigated the effect of test format on oral performance in terms of test scores and discourse features (accuracy, fluency, and complexity). Moreover, we explored how the scores obtained on different test formats relate to such features. To this end, 23 Iranian EFL learners participated in three test formats of monologue, interview, and group oral test. Four raters rated the recorded productions holistically and analytically. The results of Friedman and Wilcoxon Signed Rank Tests indicated that the participants obtained the highest scores on the group oral test followed by the monologue and interview, although the differences between the group oral test and monologue were not statistically significant. Analysis of the produced discourse also indicated significant differences among the three test formats. The most accurate production was found on the group oral test and the most complex production occurred in monologue. Further analysis indicated that accuracy features were significantly related to both analytic and holistic ratings in all the test formats. The study highlights the complex relationship that exists between the features of the discourse produced on a test task and the factors raters consider in rating. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01