Output Register Parallelism in an Identical Direct and Semi-Direct Speaking Test

Quaid, Ethan Douglas

doi:10.4018/ijcallt.2018040105

Cited by 3 publications

(1 citation statement)

References 15 publications

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“…Aptis’ monologic speaking, although widely used in computer-administered language tests, is vulnerable to the familiar criticism that results can be inconsistent between semi-direct, monologic tasks and face-to-face interviews (Laborda et al, 2017). An external study that compared computer-based Aptis General Speaking with an oral interview with identical items, however, found that interpersonal contextualization only slightly shifted register use across the direct and semi-direct tests (Quaid, 2018). In the case of Aptis Writing, however, there is evidence that addresses the fit between Aptis General tasks and selected EFL settings, for example, alignment with college writing tasks in Japan (Moore & Chan, 2018) and with Chinese college students’ language needs (Tang, 2017).…”

Section: Validity: Focusing On Aptis Generalmentioning

confidence: 99%

Aptis test review

et al. 2021

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is a suite of five English language proficiency tests developed by the British Council. The tests' broad purpose is to examine the English language proficiency of English as a second or foreign language users (ESL/EFL) on the scale of the Common European Framework of Reference for Languages (CEFR) (North, 2000); however, the selection of a variant (i.e., version) or skill component allows institutions to test targeted groups of language learners or different combinations of subskills.Aptis General is the most commonly selected variant, designed to test the general English language proficiency of candidates who are 16 years of age or older, and whose English language proficiency ranges from CEFR A1 to C1 (Assessment Research Group, 2016). Institutions may also select domain-specific or proficiency-specific variants: Aptis Advanced (targeted at CEFR B1 to C2), Aptis American (standard American English), Aptis for Teens (adapted for a core age group of 13-17 years in secondary

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Section: Validity: Focusing On Aptis Generalmentioning

confidence: 99%

Aptis test review

et al. 2021

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Computer-delivered vs. face-to-face score comparability and test takers’ perceptions: The case of the two English speaking proficiency tests for Vietnamese EFL learners

Nguyen,

Hoang

et al. 2024

Lang Test Asia

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The present study explored the comparability in performance scores between the computer-delivered and face-to-face modes for the two speaking tests in the Vietnamese Standardized Test of English Proficiency (VSTEP) (the VSTEP.2 and VSTEP.3–5 Speaking tests) according to Vietnam’s Six-Level Foreign Language Proficiency Framework (VNFLPF) and test takers’ experiences. Data were collected from 75 and 82 VSTEP.2 and VSTEP.3–5 university English-majored test takers respectively in both computer-delivered and face-to-face conditions. A counterbalanced research design was adopted to minimise mode order effects. After test completion, 30 of the test takers, 15 from each proficiency test, were interviewed in the focus group format of 3–4 members per group. The results indicated mixed, selective effects of the testing mode. Overall, test scores were comparable in the VSTEP.2 Speaking test but significantly higher in favour of the face-to-face mode for the VSTEP.3–5 Speaking test. However, the statistically significant difference was observed in only one measure of the many analytical criteria (content development in the former test, and pronunciation in the latter test) with mixed mode advantages. The interview data has provided rich refreshing insights into how test takers viewed each testing mode against real-life communication. Their experiences further revealed a wide range of affective preferences involved in the inherent affordances or constraints of each testing mode and their communication and performance/outcome orientation. The findings offer important implications for extrapolation, test preparation and administration, and test taker/rater training in the particular context of the two English speaking proficiency tests in Vietnam and perhaps beyond.

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Toward the Future of Computer-Assisted Language Testing

Quaid

Barrett

2019

Recent Developments in Technology-Enhanced and Computer-Assisted Language Learning

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Semi-direct speaking tests have become an increasingly favored method of assessing spoken performance in recent years. Underpinning evidence for their continued development and use has been largely contingent on language testing and assessment researchers' claim of their interchangeability with more traditional, direct face-to-face oral proficiency interviews through theoretical and empirical investigations from multiple perspectives. This chapter initially provides background and research synopses of four significant test facets that have formed the bases for semi-direct and direct speaking test comparison studies. These are followed by the inclusion of a recent case study comparing test taker output from a computer-based Aptis speaking test and a purposively developed identical face-to-face oral proficiency interview that found a slight register shift which may be viewed as advantageous for semi-direct speaking tests. Finally, future research directions are proposed in light of the recent developments in the semi-direct speaking testing research presented throughout this chapter.

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Output Register Parallelism in an Identical Direct and Semi-Direct Speaking Test

Cited by 3 publications

References 15 publications

Aptis test review

Aptis test review

Computer-delivered vs. face-to-face score comparability and test takers’ perceptions: The case of the two English speaking proficiency tests for Vietnamese EFL learners

Toward the Future of Computer-Assisted Language Testing

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