dc.contributor.author | Borger, Linda | |
dc.date.accessioned | 2019-04-03T08:18:51Z | |
dc.date.available | 2019-04-03T08:18:51Z | |
dc.date.issued | 2019 | |
dc.identifier.citation | Borger, L. (2019). Assessing interactional skills in a paired speaking test : raters’ interpretation of the construct. <em>Apples : Journal of Applied Language Studies</em>, 13 (1), 151-174. <a href="https://doi.org/10.17011/apples/urn.201903011694">doi:10.17011/apples/urn.2019030116941</a> | |
dc.identifier.uri | https://jyx.jyu.fi/handle/123456789/63357 | |
dc.description.abstract | The operationalization of interactional competence (IC) within the paired speaking
test format allows for a range of interactional skills to be tested. However, in terms
of assessment, challenges are posed with regard to the co-constructed nature of IC,
making investigations into raters’ perceptions of the construct essential to inform
test score interpretation. This qualitative study explores features of IC that raters
attended to as they evaluated performances in a paired speaking test, part of a
Swedish national test of English as a Foreign Language (EFL). Two groups of raters,
17 EFL teachers from Sweden, using national standards based on the Common
European Framework of Reference for Languages (CEFR), and 14 raters from
Finland and Spain, using CEFR scales, rated six audio-recorded paired performances,
and provided written comments to explain their scores and account for salient
features. The findings of the content analysis indicate that raters attended to th ree
main interactional resources: topic development moves, turn-taking management,
and interactive listening strategies. As part of the decision-making process, raters
also considered the impact of test-takers’ interactional roles and how candidates’
performances were interrelated. In the paper, interaction strategies that were
perceived as more or less successful by raters are highlighted. The findings have
implications for our understanding of raters’ operationalization of IC in the context
of paired speaking tests, and for the development of rating scales and guidelines that
reflect the social dimensions of the construct. | en |
dc.format.mimetype | application/pdf | |
dc.language.iso | eng | |
dc.publisher | Centre for Applied Language Studies, University of Jyväskylä | |
dc.relation.ispartofseries | Apples : Journal of Applied Language Studies | |
dc.rights | CC BY 4.0 | |
dc.subject.other | construct operationalization | |
dc.subject.other | interactional competence | |
dc.subject.other | Swedish national test of English | |
dc.subject.other | paired speaking test | |
dc.subject.other | Common European Framework of Reference for Languages (CEFR) | |
dc.title | Assessing interactional skills in a paired speaking test : raters’ interpretation of the construct | |
dc.type | research article | |
dc.identifier.urn | URN:NBN:fi:jyu-201903011694 | |
dc.type.uri | http://purl.org/eprint/type/JournalArticle | |
dc.date.updated | 2019-04-03T08:18:51Z | |
dc.type.coar | http://purl.org/coar/resource_type/c_2df8fbb1 | |
dc.description.reviewstatus | peerReviewed | |
dc.format.pagerange | 151-174 | |
dc.relation.issn | 1457-9863 | |
dc.relation.numberinseries | 1 | |
dc.relation.volume | 13 | |
dc.type.version | publishedVersion | |
dc.rights.copyright | © Authors, 2019 | |
dc.rights.accesslevel | openAccess | |
dc.type.publication | article | |
dc.format.content | fulltext | |
dc.rights.url | https://creativecommons.org/licenses/by/4.0/ | |
dc.relation.doi | 10.17011/apples/urn.201903011694 | |