Exploring Multiple profiles of Highly Collaborative paired Oral Tasks in an L2 speaking Test of English

2021 ◽  
pp. 91-122
Author(s):  
Anthony Becker
Keyword(s):  
Speaking Test ◽  
L2 Speaking

Topical knowledge in L2 speaking assessment: Comparing independent and integrated speaking test tasks

2016 ◽  
Vol 35 (1) ◽  
pp. 27-49 ◽  
Author(s):  
Heng-Tsung Danny Huang ◽  
Shao-Ting Alan Hung ◽  
Lia Plakans
Keyword(s):  
Test Performance ◽  
Speaking Test ◽  
Oral Responses ◽  
Speaking Assessment ◽  
Path Analyses ◽  
L2 Speaking ◽  
The Impact ◽  
Topical Knowledge ◽  
Integrated Tasks ◽  
Independent Tasks

Integrated speaking test tasks (integrated tasks) provide reading and/or listening input to serve as the basis for test-takers to formulate their oral responses. This study examined the influence of topical knowledge on integrated speaking test performance and compared independent speaking test performance and integrated speaking test performance in terms of how each was related to topical knowledge. The researchers derived four integrated tasks from TOEFL iBT preparation materials, developed four independent speaking test tasks (independent tasks), and validated four topical knowledge tests (TKTs) on a group of 421 EFL learners. For the main study, they invited another 352 students to respond to the TKTs and to perform two independent tasks and two integrated tasks. Half of the test takers took the independent tasks and integrated tasks on one topic combination while the other half took tasks on another topic combination. Data analysis, drawing on a series of path analyses, led to two major findings. First, topical knowledge significantly impacted integrated speaking test performance in both topic combinations. Second, the impact of topical knowledge on the two types of speaking test performances was topic dependent. Implications are proposed in light of these findings.

scholarly journals Assessing second language speaking

2015 ◽  
Vol 48 (2) ◽  
pp. 198-216 ◽  
Author(s):  
Glenn Fulcher
Keyword(s):  
Second Language ◽  
Public Schools ◽  
Rating Scales ◽  
Classroom Teacher ◽  
Educational Assessment ◽  
School Accountability ◽  
Test Design ◽  
Performance Tests ◽  
Speaking Test ◽  
L2 Speaking

While the viva voce (oral) examination has always been used in content-based educational assessment (Latham 1877: 132), the assessment of second language (L2) speaking in performance tests is relatively recent. The impetus for the growth in testing speaking during the 19th and 20th centuries is twofold. Firstly, in educational settings the development of rating scales was driven by the need to improve achievement in public schools, and to communicate that improvement to the outside world. Chadwick (1864, see timeline) implies that the rating scales first devised in the 1830s served two purposes: providing information to the classroom teacher on learner progress for formative use, and generating data for school accountability. From the earliest days, such data was used for parents to select schools for their children in order to ‘maximize the benefit of their investment’ (Chadwick 1858). Secondly, in military settings it was imperative to be able to predict which soldiers were able to undertake tasks in the field without risk to themselves or other personnel (Kaulfers 1944, see timeline). Many of the key developments in speaking test design and rating scales are linked to military needs.

THE EFFECT OF APPLYING DEMONSTRATION METHOD ON STUDENTS’ ACHIEVEMENT IN SPEAKING SKILL AT THE THIRD GRADE OF SMK PAB 3 MEDAN ESTATE

2015 ◽  
Vol 4 (2) ◽  
Author(s):  
Meryanti Napitupulu And Anni Holila Pulungan
Keyword(s):  
High School ◽  
Control Group ◽  
Vocational High School ◽  
Control Groups ◽  
Speaking Test ◽  
The Third ◽  
Speaking Skill ◽  
The Subject ◽  
And Control ◽  
Experimental Group

This study was conducted as an attempt to discover the effect of applying Demonstration Method on students’ achievement in speaking skill. It was an experimental research. The subject was students of Grade XII, Vocational High School (Sekolah Menengah Kejuruan: SMK), which consisted of 79 students. The research was divided into two groups: experimental and control groups. The instrument used to collect the data was speaking test. To obtain the reliability of the test, the writer applied Kuder Richardson 21 formula. The result of the reliability was 0.7, and it was found that the test was reliable. The data were analyzed by using t-test formula. The analysis showed that the scores of the students in the experimental group were significantly higher than the scores of the students in the control group at the level of significant m = 0.05 with the degree of freedom (df) 77, t-observed value 8.9 > t-table value 1.99. The findings indicate that using Demonstration Method significantly affected the students’ achievement in speaking skill. So, English teachers are suggested to use Demonstration Method in order to improve students’ achievement in speaking skill.

IMPROVING STUDENTS’ ACHIEVEMENT IN SPEAKING THROUGH TWO STAY TWO STRAY STRATEGY

2013 ◽  
Vol 2 (2) ◽  
Author(s):  
Dita Masyitah Sianipar And Sumarsih
Keyword(s):  
Action Research ◽  
Learning Process ◽  
Quantitative Data ◽  
Test Score ◽  
Qualitative Data ◽  
Speaking Test ◽  
The Subject ◽  
The Mean ◽  
Teaching Learning ◽  
The Way

This study deals with the way to improve students’ achievement in speaking particularly through Two Stay Two Stray Strategy. This study was conducted by using classroom action research. The subject of of the research was class X-AP SMK Swasta Harapan Danau Sijabut in Asahan Regency that consisted of 34 students. The research was conducted in two cycles consisted of three meetings in each cycle. The instruments of collecting data for quantitative data used Speaking Test and instrument for analysis of qualitative data used observation, interview and questionnaire sheet. Based on the speaking test score, students’ score kept improving in every test. In the test I the mean was 61,47, in the test II the mean was 67,41 and the test III the mean was 78,52. Based on observation sheet and questionnaire sheet, it was found that teaching learning process run well and lively. Students were active and interest in speaking. The using of Two Stay Two Stray Strategy is significantly improved students’ achievement in speaking.

IMPROVING THE STUDENTS ACHIEVEMENT IN SPEAKING THROUGH TEAMS-GAMES-TOURNAMENT TECHNIQUE

2014 ◽  
Vol 3 (1) ◽  
Author(s):  
Ramadhayani Fitri Nasution And Busmin Gurning
Keyword(s):  
Action Research ◽  
Learning Process ◽  
Teaching And Learning ◽  
Qualitative Data ◽  
Speaking Test ◽  
The Subject ◽  
Thinking Process ◽  
Classroom Action Research

The objective of this study was to investigate whether the application of Teams-Games-Tournament Technique improve the students achievement in Speaking. This study was an classroom action research. The subject of this study was class XI IPA 3 SMA Muhammadiyah 8 Kisaran which consists of 35 students. The study was conducted in two cycles, cycle I consisted of three meetings and cycle II was consisted of three meetings. The instruments for collecting data were quantitative (oral speaking test) and qualitative data (observation sheet and diary note). Based on speaking scores, students’ score kept improving in every evaluation and based on observation sheet and diary note, it was found that teaching and learning process ran well. Students could enlarge their thinking process. The result of this study showed that Teams-Games-Tournament improved students’ achievement in speaking.

scholarly journals Strategies Used in Taking a Computer-Based Speaking Test: A Retrospective Verbal Protocol Study

MANUSYA ◽  
2009 ◽  
Vol 12 (1) ◽  
pp. 73-96
Author(s):  
Sutthirak Sapsirin ◽  
Kanchana Prapphal ◽  
Lyle F. Bachman
Keyword(s):  
University Students ◽  
Goal Setting ◽  
Communication Strategies ◽  
Verbal Protocol ◽  
Speaking Test ◽  
Computer Based ◽  
Protocol Study

This study investigated the strategies used by examinees when performing a computer-based speaking test. The data were collected from nine university students through a retrospective interview. The results showed that the examinees used several strategies, ranging from goal setting, assessment, planning to communication strategies. These strategies seemed to be associated with the constructs the CBST aimed to measure. It can be concluded that the findings provide evidence that supports the validity of the CBST score interpretations.

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