Detecting Development of Speaking Proficiency with a Group Oral Test: A Quantitative Analysis

Autor/inn/en	Leaper, David A.; Brawn, James R.
Titel	Detecting Development of Speaking Proficiency with a Group Oral Test: A Quantitative Analysis
Quelle	In: Language Testing, 36 (2019) 2, S.181-206 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Leaper, David A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0265-5322
DOI	10.1177/0265532218779626
Schlagwörter	Oral Language; Language Tests; Video Technology; Language Proficiency; Speech Communication; Intervention; College Students; Majors (Students); English (Second Language); Second Language Learning; Second Language Instruction; Foreign Countries; Accuracy; Language Fluency; Testing; Scores; Group Discussion; Japan + Suchen Sie Ihr Suchwort? Oral interpretation; Mündlicher Sprachgebrauch; Language test; Sprachtest; Language skill; Language skills; Sprachkompetenz; Collegestudent; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Testdurchführung; Testen; Gruppendiskussion
Abstract	This paper is an investigation into the use of the group oral discussion test (GOT) to detect changes in speaking proficiency over a two-year period. In this test, three or four test-takers discuss a topic for up to 10 minutes without outside intervention. The performance of 53 Japanese university English major students on this test was videoed before their classes started and at the end of their first and second years of study. Indices of complexity, accuracy, and fluency were calculated and interactive function was analysed to create indices that tracked initiating, responding, developing, and collaborating functions. Improvements were detected in most of the indices over the three administrations, with varying patterns of development. However, the test-takers' scores in five rated scales only improved significantly in the second administration. Possible reasons for this discrepancy are discussed, as are the implications this study has for the GOT format and its administration. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01