scholarly journals An Investigation into the Consequential Validity of a Diagnostic College English Speaking Test

2013 ◽  
Vol 6 (2) ◽  
Author(s):  
Zhongbao Zhao
Keyword(s):  
College English ◽  
Speaking Test ◽  
Consequential Validity ◽  
English Speaking

Young learners’ response processes when taking computerized tasks for speaking assessment

2017 ◽  
Vol 35 (2) ◽  
pp. 239-269 ◽  
Author(s):  
Shinhye Lee ◽  
Paula Winke
Keyword(s):  
Eye Movement ◽  
Language Learners ◽  
Qualitative Data ◽  
Test Accommodations ◽  
Speaking Test ◽  
Speaking Assessment ◽  
Computer Mediated ◽  
English Speaking ◽  
Native English Speaking ◽  
Hesitation Phenomena

We investigated how young language learners process their responses on and perceive a computer-mediated, timed speaking test. Twenty 8-, 9-, and 10-year-old non-native English-speaking children (NNSs) and eight same-aged, native English-speaking children (NSs) completed seven computerized sample TOEFL® Primary™ speaking test tasks. We investigated the children’s attentional foci on different test components (e.g., prompts, pictures, and a countdown timer) by means of their eye movements. We associated the children’s eye-movement indices (visit counts and fixation durations) with spoken performance. The children provided qualitative data (interviews; picture-drawings) on their test experiences as well. Results indicated a clear contrast between NNSs and NSs in terms of speech production (large score differences) as expected. More interestingly, the groups’ eye-movement patterns differed. NNSs tended to fixate longer on and looked more frequently at the countdown timer than their NS peers, who were more likely to look at content features, that is, onscreen pictures meant to help with building up speech. Specifically, the NNSs’ fixations on timers were likely to co-occur with hesitation phenomena (e.g., hemming; pausing; silence). We discuss (a) the potential effects of test-specific features on children’s performance and (b) child-appropriate test accommodations and practices.

scholarly journals Using Digital Formative Assessment to Evaluate EFL Learners’ English Speaking Skills

2021 ◽  
pp. 103-123
Author(s):  
Zeynep Çetin Köroğlu
Keyword(s):  
Formative Assessment ◽  
English Language ◽  
Formative Assessments ◽  
Significant Finding ◽  
Preparation Time ◽  
Technical Problems ◽  
Efl Learners ◽  
Speaking Test ◽  
English Speaking ◽  
Speaking Skills

As it is known formative assessment focuses on both the learning process and learner's performance. In this study digital formative assessment and traditional speaking tests were utilized comparatively to evaluate 52 upper-intermediate EFL learners' English language speaking skills. The study was designed as a mixed-method. The quantitative data were collected via achievement tests which had been administered both in traditional speaking tests and digital formative tests. The qualitative findings were collected with students' interviews which consisted of four open-ended questions. The results of the study showed that participants outperformed in digital formative tests in comparison to traditional speaking tests. Another significant finding of the study is that participants are satisfied with the digital formative assessments in terms of peer collaboration during tests, enriched test materials, and preparation time for the speaking test. Although they have positive views on digital formative assessment, participants are dissatisfied with it in terms of technical problems that they encountered during the administration of digital formative tests.

scholarly journals CONTEXTUAL TEACHING LEARNING (CTL) APPROACH IN SPEAKING MATERIALS FOR STUDENTS’ 21ST CENTURY SKILL: DOES IT HAVE ANY EFFECT?

2019 ◽  
Vol 6 (2) ◽  
pp. 99
Author(s):  
Muliani Muliani ◽  
Dedi Sumarsono
Keyword(s):  
Critical Thinking ◽  
Data Analysis ◽  
21St Century ◽  
Real World ◽  
Speaking Test ◽  
21St Century Skill ◽  
English Speaking ◽  
Contextual Teaching ◽  
21St Century Learners ◽  
Teaching Learning

In this era, having only speaking competence is not adequate for the students.  They also need to possess some other skills like critical thinking which is also known as the 21st century skill. The 21st century learners must possess both self-direction and an ability to collaborate with individuals, groups, and machines. To support this, new speaking materials based on the context of the real world need to be used in teaching the students to ensure the EFL thinking critically is urgently needed. This paper is aimed at knowing the effect English speaking material which is based on contextual teaching learning towards EFL critical thinking in speaking. To achieve this purpose, the students were taught using speaking material which is based on contextual teaching-learning before the speaking test was taken at the end. To analyze the data t-test was applied. The data analysis showed that CTL had a significant effect on students’ critical thinking after being treated.

scholarly journals The Effect of Empathy on College English Speaking

2009 ◽  
Vol 4 (8) ◽  
Author(s):  
Lingdi Chen
Keyword(s):  
College English ◽  
English Speaking

PERSONALITY TYPE TENDENCY TOWARD STUDENTS’ SPEAKING ANXIETY

2020 ◽  
Vol 8 (1) ◽  
pp. 57
Author(s):  
Balqis Husain ◽  
Megawati Basri ◽  
Jasmal Martora ◽  
Amrin Sibua ◽  
Irwan Gogasa
Keyword(s):  
Foreign Language ◽  
Personality Types ◽  
Personality Test ◽  
Speaking Anxiety ◽  
Speaking Test ◽  
Eysenck Personality Inventory ◽  
Significant Difference ◽  
Language Classroom ◽  
Foreign Language Classroom Anxiety ◽  
English Speaking

Pupils at the eleventh grade of SMA N 1 Morotai have different personality types, most of whom often feel anxious when speaking. This research is aimed at finding out whether or not introvert and extrovert personality types have correlation with pupils’ level of anxiety in speaking English. This research is quantitative in nature, using causal- correlative method. The population of the research was all pupils in the seventh grade of SMA N 1 Pulau Morotai. The total number of population was 140 pupils but 105 pupils were selected to participate as the sample of this research. In choosing the sample, the researchers applied Krejchie- Morgan’s table with 5% error rate. In terms of data analysis, the researchers took two instrument tests; namely personality test and level of anxiety during English speaking test. To know the personality types of the pupils, the researchers utilized Eysenck Personality Inventory (EPI) test. Questionnaire of Foreign Language Classroom Anxiety Scale (FLCAS), on the other hand, was used to know the students’ level of anxiety. Result of hypothesis testing analysis shows that there was no significant difference in the level of speaking anxiety between the pupils who have introvert and extrovert personality types. The value of sig 0.264 was found to be higher than α = 0.05.

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