A Comparison of Oral Evaluation Ratings by Native English Speaker Teachers and Non-Native English Speaker Teachers

Baitman, Brittany; Véliz-Campos, Mauricio

doi:10.4067/s0716-58112013000100010

Cited by 4 publications

(3 citation statements)

References 19 publications

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“…Considering these findings, future research should consider how these results affect the perception by native speakers of English. According to Baitman and Véliz Campos (2012), while non-native speakers tend to judge L2 English pro-ductions in terms of vocabulary and grammar, native speakers focus on fluency and pronunciation. Future research could aim at determining what parameters, or combination of parameters, affect to improve teaching techniques within a EFL context.…”

Section: Pedagogical Implications For Eflmentioning

confidence: 99%

Production of Vowels and Nuclear Accents by Chilean Learners of English as a Foreign Language

Saz¹,

Grau²

2022

RLA. Rev. Ling.

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Previous studies show that L2 segments are easier to acquire than suprasegments. In an EFL context, the L1 influence seems to be minimized as learners gain L2 experience. Our study explores the effect of L1 transfer from Spanish and L2 experience in English on the production of vowels and nuclear accent, by comparing acoustically the productions of elementary and advanced learners of EFL in Chile. Results indicate improvement with higher L2 experience, although still far from native speakers. Concerning vowels, certain problems with tongue advancement and height persist at advanced levels, with overreliance on intensity to produce tense vowels. Regarding nuclear accents, correct nucleus placement improves with experience, and productions start to reflect the acoustic correlates of one English variety, still with a tendency to over rely on duration to mark the nucleus. Further research is warranted, such as on rhythm and fluency, to have a more holistic understanding of the effects of L1 transfer and L2 experience on L2 English.

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Section: Pedagogical Implications For Eflmentioning

confidence: 99%

Production of Vowels and Nuclear Accents by Chilean Learners of English as a Foreign Language

Saz¹,

Grau²

2022

RLA. Rev. Ling.

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“…The assessment of the speaking skill in general has been the object of much research. The one carried out by Brittany Baitman and Mauricio Veliz (2012) or the one conducted by Emrah Ekmekçi (2016) could be highlighted, as they refer specifically to foreign languages. Ekmekçi's research involved eighty students of English and six teachers (three native speakers and three non-native).…”

Section: Speaking Skill and Rubricsmentioning

confidence: 99%

Comparative Study on Speaking Assessment Rubrics in Trinity and Cambridge Language Certificates

Fraga-Viñas

Bobadilla-Pérez

2022

Acta Universitatis Sapientiae, Philologica

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The European Council has been instrumental in the standardization of language competence levels and certifications with the guidelines provided in the Common European Framework of Reference for Languages (CEFR) published in 2001 and later reviewed in 2020 with the Companion Volume with New Descriptors (CEFRCV). Cambridge Assessment English and Trinity College are two of the highest regarded institutions at the international level that grant their language certificates following the language competence levels provided by the CEFR. For this reason, the current study is grounded on the conviction that those certificates should meet certain principles of the Framework as a form of guarantee that they are assessing the CEFR level correctly. In particular, this paper focuses on the speaking skill and the rubrics of assessment used by the two aforementioned institutions. The rubrics of Trinity and Cambridge for the assessment of the oral production at the B2 CEFR level were considered for the purposes of this study – in particular, the rubrics that assess the oral production in the Integrated Skills in English (ISE-II) exam and in the First Certificate in English (B2 First). With a qualitative document research approach, this study analyses these rubrics in order to determine to what extent they respect the criteria established by the CEFR.

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“…(2) Admittedly, there are a growing number of studies in applied linguistics conducted by Chilean researchers in different areas related to TESOL: blended learning (Bañados, 2013), writing (Pichihueche, 2012), EAP reading (Ibáñez, 2008), listening (Vásquez & Vivanco, 2015), help options in listening materials in CALL (Cárdenas-Claros & Gruba, 2014;Cárdenas-Claros & Oyanedel, 2015), multimodal learning and its implications for TEFL (Farías, Obilinovic, & Orrego, 2013), oral assessment (Baitman & Véliz, 2013), teaching models of English pronunciation (Véliz, 2011), student beliefs in language teaching education (Ochoa et al, 2014), primary school students' beliefs on the learning of English (Díaz & Morales, 2015), drama as a teaching method (Lizasoain, Ortiz de Zárate, Walper, & Yilorm, 2012), ICTs in rural education (Lizasoain & Becchi, 2014), and automatic intonation assessment (Arias, Becerra, & Vivanco, 2010). However, to the best of my knowledge, in the last decade little research on speaking has been conducted in Chile.…”

Section: Notesmentioning

confidence: 99%

Developing the metacognitive skill of noticing the gap through self-transcribing: The case of students enrolled in an ELT training program in Chile

Valdebenito

2015

Colomb. Appl. Linguist. J

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<p>This paper reports the preliminary results of the first phase of an ongoing educational intervention conducted with students enrolled in an ELT training program at PUCV. The study set out to explore the feasibility and effectiveness of the recording and self-transcription methodology (Lynch, 2001, 2007; Mennim, 2003, 2012) as a route to noticing the gap and defossilization. Students (N=20) transcribed the oral texts they produced during the speaking section of the diagnostic test for English 5. The tasks were: (1) transcribing three minutes of their speaking time, (2) highlighting all the errors they identified in their own speech (3) coding them (e.g. grammatical, lexical, phonological) and (4) sending the annotated transcript to the instructor by email. Drawing on the theory of questionnaire design and processing (Dörnyei, 2003), a survey was designed and posted online (<em>GoogleForm</em>) and emailed to the students. The questionnaire asked students to evaluate the perceived benefits of the self-transcription methodology. The study data consist of the annotated transcripts and the questionnaire responses. The results of this study were much less positive than what has been reported in the literature (Willis & Willis, 1996, Burns & Joyce, 1997; Lynch, 2001, 2007; Mennim, 2003, 2012; Thornbury & Slade, 2006; Boettinger, Park & Timmis 2010; Stillwell et al., 2010), so an attempt is made to see why this might have been the case. Some pedagogical implications of this approach in the Chilean context are discussed.</p>

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A Comparison of Oral Evaluation Ratings by Native English Speaker Teachers and Non-Native English Speaker Teachers

Cited by 4 publications

References 19 publications

Production of Vowels and Nuclear Accents by Chilean Learners of English as a Foreign Language

Production of Vowels and Nuclear Accents by Chilean Learners of English as a Foreign Language

Comparative Study on Speaking Assessment Rubrics in Trinity and Cambridge Language Certificates

Developing the metacognitive skill of noticing the gap through self-transcribing: The case of students enrolled in an ELT training program in Chile

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