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Validation of a large-scale task-based test: functional progression in dialogic speaking performance ; Task-based language teaching and assessment: Contemporary reflections from across the world
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The design and validation of an online speaking test for young learners in Uruguay: challenges and innovations
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Video-conferencing speaking tests: do they measure the same construct as face-to-face tests?
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The effects of extended planning time on candidates’ performance, processes and strategy use in the lecture listening-into-speaking tasks of the TOEFL iBT Test
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Exploring the potential for assessing interactional and pragmatic competence in semi-direct speaking tests
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Abstract:
To explore the potential of a semi-direct speaking test to assess a wider range of communicative language ability, the researchers developed four semi-direct speaking tasks – two designed to elicit features of interactional competence (IC) and two designed to elicit features of pragmatic competence (PC). The four tasks, as well as one benchmarking task, were piloted with 48 test-takers in China and Austria whose proficiency ranged from CEFR B1 to C. A post-test feedback survey was administered to all test-takers, after which selected test-takers were interviewed. A total of 184 task performances were analysed to identify interactional moves utilised by test-takers across three proficiency groups (i.e., B1, B2 and C). Data indicated that test-takers at higher levels employed a wider variety of interactional moves. They made use of concurring concessions and counter views when seeking to persuade a (hypothetical) conversational partner to change opinions in the IC tasks, and they projected upcoming requests and made face-related statements in the PC tasks, seemingly to pre-empt a conversational partner’s negative response to the request. The test-takers perceived the tasks to be highly authentic and found the video input useful in understanding the target audience of simulated interactions. ; This project was funded and supported by the British Council, London. ; not passing full text as copyright is British Council and no indication re-use is permitted RVO 23/11/21
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Keyword:
English language testing; interaction; learning technology; speaking; Subject Categories::X162 Teaching English as a Foreign Language (TEFL)
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URL: http://hdl.handle.net/10547/625246
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Comparing rating modes: analysing live, audio, and video ratings of IELTS Speaking Test performances
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