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Applying the socio-cognitive framework: gathering validity evidence during the development of a speaking test ; Lessons and Legacy: A Tribute to Professor Cyril J Weir (1950–2018)
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Development of empirically driven checklists for learners’ interactional competence
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Validating speaking test rating scales through microanalysis of fluency using PRAAT
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Interactional Competence measured in group oral tests: how do test-taker characteristics, task types and group sizes affect co-constructed discourse in groups?
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Researching metadiscourse markers in candidates’ writing at Cambridge FCE, CAE and CPE levels
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27 |
Effects of pre-task planning time on paired oral test performance
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28 |
Aspects of fluency across assessed levels of speaking proficiency
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29 |
Towards a model of multi-dimensional performance of C1 level speakers assessed in the Aptis Speaking Test
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Developing tools for learning oriented assessment of interactional competence: bridging theory and practice
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Abstract:
In this paper we report on a project in which we developed tools to support the classroom assessment of learners’ interactional competence (IC) and provided learning oriented feedback in the context of preparation for a high-stakes face-to-face speaking test. Six trained examiners provided stimulated verbal reports (n=72) on 12 paired interactions, focusing on interactional features of candidates’ performance. We thematically analyzed the verbal reports to inform a draft checklist and materials, which were then trialled by four experienced teachers. Informed by both data sources, the final product comprised (a) a detailed IC checklist with nine main categories and over 50 sub-categories, accompanying detailed description of each area and feedback to learners, which teachers can adapt to suit their teaching and testing contexts, and (b) a concise IC checklist with four categories and bite-sized feedback for real-time classroom assessment. IC, a key aspect of face-to-face communication, is under-researched and under-explored in second/foreign language teaching, learning, and assessment contexts. This in-depth treatment of it, therefore, stands to contribute to learning contexts through raising teachers’ and learners’ awareness of micro-level features of the construct, and to assessment contexts through developing a more comprehensive understanding of the construct. ; Cambridge English Funded Research Programme, Round 7 (2016-2017)
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Keyword:
English language assessment; interaction; speaking; X162 Teaching English as a Foreign Language (TEFL)
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URL: https://doi.org/10.1177/0265532219879044 http://hdl.handle.net/10547/623509
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32 |
Researching L2 writers’ use of metadiscourse markers at intermediate and advanced levels
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33 |
Aspects of fluency across assessed levels of speaking proficiency
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34 |
Researching L2 writers’ use of metadiscourse markers at intermediate and advanced levels
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The role of the L1 in testing L2 English ; Ontologies of English. Conceptualising the language for learning, teaching, and assessment
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The discourse of the IELTS Speaking Test : interactional design and practice
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Exploring the use of video-conferencing technology in the assessment of spoken language: a mixed-methods study
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Exploring performance across two delivery modes for the same L2 speaking test: face-to-face and video-conferencing delivery: a preliminary comparison of test-taker and examiner behaviour
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Exploring performance across two delivery modes for the IELTS Speaking Test: face-to-face and video-conferencing delivery (Phase 2)
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Investigating examiner interventions in relation to the listening demands they make on candidates in oral interview tests ; Emerging issues in the assessment of second language listening
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