An Equal Challenge? Comparing TOEFL iBT™ Speaking Tasks with Academic Speaking Tasks

Autor/inn/en	Brown, Annie; Ducasse, Ana Maria
Titel	An Equal Challenge? Comparing TOEFL iBT™ Speaking Tasks with Academic Speaking Tasks
Quelle	In: Language Assessment Quarterly, 16 (2019) 2, S.253-270 (18 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Brown, Annie) ORCID (Ducasse, Ana Maria)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1543-4303
DOI	10.1080/15434303.2019.1628240
Schlagwörter	Comparative Analysis; Oral Language; Language Proficiency; High Achievement; Foreign Students; Graduate Students; Task Analysis; Computer Assisted Testing; Language Tests; English (Second Language); Second Language Learning; Test Validity; Academic Language; Foreign Countries; Information Management; Information Systems; Biology; Science Instruction; Information Science Education; Health Sciences; Definitions; Australia; Test of English as a Foreign Language + Suchen Sie Ihr Suchwort? Oral interpretation; Mündlicher Sprachgebrauch; Language skill; Language skills; Sprachkompetenz; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Aufgabenanalyse; Language test; Sprachtest; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Testvalidität; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Ausland; Procurement of information; Informationsbeschaffung; Biologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Informationstechnologische Bildung; Begriffsbestimmung; Australien
Abstract	This study investigates the relationship between performances on the speaking component of the TOEFL iBTTM with performances on academic oral assessment tasks. For the academic tasks, we recorded and transcribed the performances of five local and five high-achieving international undergraduate students on oral assessment tasks in core first-year subjects in three faculties, a total of thirty students. For the TOEFL speaking tasks, we transcribed the performances of six high scoring students from mixed language backgrounds on the two independent and four integrated speaking tasks of the TOEFL iBTTM. On the basis of an analysis of the rhetorical moves characteristic of the two speaking contexts, we conclude that while the moves characteristic of the TOEFL tasks are largely represented in the academic tasks, there are also some differences across the two contexts. These findings both support and challenge the domain definition inference of the TOEFL iBTTM validity argument. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01