Assessing Second Language Speaking Proficiency

Jong, Nivja H. de

doi:10.1146/annurev-linguistics-030521-052114

Cited by 7 publications

(6 citation statements)

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“…Specifically, interactional competence includes “the ability to take turns, open and close gambits, respond to other incoming information, and negotiate and develop topics with appropriate pragmatic use for a given context” (Ockey, 2018, p. 2). By requiring various interactional skills, group oral tests tap into aspects of oral communication largely neglected in more traditional test formats like face‐to‐face oral interviews, where a trained examiner asks several questions of varying difficulty from a preset list, and the examinee is expected to answer them (Ahmadi & Sadeghi, 2016; de Jong, 2023; Winke, 2013).…”

Section: Group Oral Assessments: Benefits and Challengesmentioning

confidence: 99%

“…In speaking assessment research, several quantitative and qualitative methods have been proposed (e.g., de Jong, 2023; Fan & Yan, 2020; Leaper & Brawn, 2019). Among the quantitative methods, we focus on many‐facet Rasch measurement (Linacre, 1989), which has gained great popularity (Aryadoust et al., 2021; Fulcher, 2015; Wind & Peterson, 2018; Wesolowski, 2019).…”

Section: Measurement Implications: Local Dependencementioning

confidence: 99%

“…Speaking proficiency tests are significant in many international and local language examinations (de Jong, 2023; Fulcher, 2003; Isaacs, 2016). Increasingly popular test formats are group oral assessments involving peer interaction (Lam, 2019; Leaper & Brawn, 2019; Nakatsuhara, 2014; Ockey, 2018; Stephenson & Hall, 2021).…”

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confidence: 99%

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Measuring the Impact of Peer Interaction in Group Oral Assessments with an Extended Many‐Facet Rasch Model

Jin,

Eckes

2023

J Educational Measurement

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Many language proficiency tests include group oral assessments involving peer interaction. In such an assessment, examinees discuss a common topic with others. Human raters score each examinee's spoken performance on specially designed criteria. However, measurement models for analyzing group assessment data usually assume local person independence and thus fail to consider the impact of peer interaction on the assessment outcomes. This research advances an extended many‐facet Rasch model for group assessments (MFRM‐GA), accounting for local person dependence. In a series of simulations, we examined the MFRM‐GA's parameter recovery and the consequences of ignoring peer interactions under the traditional modeling approach. We also used a real dataset from the English‐speaking test of the Language Proficiency Assessment for Teachers (LPAT) routinely administered in Hong Kong to illustrate the efficiency of the new model. The discussion focuses on the model's usefulness for measuring oral language proficiency, practical implications, and future research perspectives.

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Section: Group Oral Assessments: Benefits and Challengesmentioning

confidence: 99%

Section: Measurement Implications: Local Dependencementioning

confidence: 99%

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Measuring the Impact of Peer Interaction in Group Oral Assessments with an Extended Many‐Facet Rasch Model

Jin,

Eckes

2023

J Educational Measurement

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“…In the globalized context, growing interactions between people from different parts of the world and rapid advancement of technologies have given rise to spoken communications in different language contexts. Communications in a second language (L2) or interlingual communications assisted by interpretation draws great attention 10 , 11 . Thus, it is necessary to study the INS in various language contexts, namely, first language (L1), L2 and interlingual context.…”

Section: Introductionmentioning

confidence: 99%

Divergent interpersonal neural synchronization patterns in the first, second language and interlingual communication

Feng

Liu

Zhang

et al. 2023

Sci Rep

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An accumulating number of studies have highlighted the importance of interpersonal neural synchronization (INS) between interlocutors in successful verbal communications. The opportunities for communication across different language contexts are rapidly expanding, thanks to the frequent interactions among people all over the world. However, whether the INS changes in different language contexts and how language choice affects the INS remain scarcely explored. The study recruited twenty pairs of participants to communicate in the first language (L1), second language (L2) and interlingual contexts. Using functional near-infrared spectroscopy (fNIRS), we examined the neural activities of interlocutors and analyzed their wavelet transform coherence to assess the INS of dyads. Results showed that as compared to the resting state, stronger INS was observed at the left inferior temporal gyrus, middle temporal gyrus, pre-motor and supplementary motor cortex, dorsolateral prefrontal cortex, and inferior frontal gyrus in L1; at the left middle temporal gyrus, superior temporal gyrus, and inferior frontal gyrus in L2; at the left inferior temporal gyrus and inferior frontal gyrus in interlingual context. Additionally, INS at the left inferior frontal gyrus was significantly stronger in L2 than in L1. These findings reveal the differences of the INS in different language contexts and confirm the importance of language choice for the INS changes.

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“…Research Colloquium (LTRC) in June of 2023 (Jong, 2023), I realized how similar the speaking and listening constructs are. In essence, the components are the same, but on the listening side, the focus is on understanding language, while on the speaking side, the focus is on producing language.…”

Section: Next Flights?mentioning

confidence: 99%

Defining the Construct of Aeronautical English Listening for Pilots: Insights from the Literature, the ICAO Rating Scale, and Key Stakeholders’ Perceptions

de Moraes Garcia

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In 2003, the International Civil Aviation Organization (ICAO) published its Language Proficiency Requirements (LPRs), requiring pilots and air traffic controllers (ATCOs) to demonstrate their ability to speak and understand the language used in radiotelephony communications. Over the years, multiple interpretations of the policy have led to practices that may have undermined the meaningfulness of the LPRs (ICAO, 2022). This is likely due to issues such as the presence of ambiguity and uncertainty in the policy as well as the lack of clarity regarding the nature of the language that needs to be assessed (e.g., Alderson, 2010;. Since the ICAO Test Design Guidelines (TDGs) recommend that tests should contain tasks dedicated to the assessment of listening separately from speaking, the goal of this doctoral research was to address the initial stages of the development of a test to assess pilots' listening comprehension in isolation: the definition of the listening construct. Construct definition is an essential step in test development and validation, and it forms the basis for the development of test specifications. To investigate what should be assessed in such a test, three perspectives were taken into consideration. A review of the academic literature and research was made to better understand the construct of listening tests, and, more specifically, the features of aeronautical English listening that may contribute to misunderstandings between pilots and ATCOs. An analysis of the ICAO rating scale was also conducted to examine the listening construct underpinned by the descriptors. Additionally, the perceptions of pilots and other key stakeholders regarding the assessment needs in relation to the listening performed by pilots in radiotelephony communications with ATCOs was investigated. The conceptual foundation underpinning this research project is the sociocognitive theory developed by Weir (2005), which takes into account both individuals' cognitive processes and the features of the context in which 1

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Assessing Second Language Speaking Proficiency

Cited by 7 publications

References 100 publications

Measuring the Impact of Peer Interaction in Group Oral Assessments with an Extended Many‐Facet Rasch Model

Measuring the Impact of Peer Interaction in Group Oral Assessments with an Extended Many‐Facet Rasch Model

Divergent interpersonal neural synchronization patterns in the first, second language and interlingual communication

Defining the Construct of Aeronautical English Listening for Pilots: Insights from the Literature, the ICAO Rating Scale, and Key Stakeholders’ Perceptions

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