Comparison of Native and Non-Native English Language Teachers' Evaluation of EFL Learners' Speaking Skills: Conflicting or Identical Rating Behaviour?

Autor/in	Ekmekçi, Emrah
Titel	Comparison of Native and Non-Native English Language Teachers' Evaluation of EFL Learners' Speaking Skills: Conflicting or Identical Rating Behaviour?
Quelle	In: English Language Teaching, 9 (2016) 5, S.98-105 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Comparative Analysis; Native Speakers; Non English Speaking; Second Language Instruction; English (Second Language); Language Teachers; Student Evaluation; Speech Skills; Oral Language; Language Fluency; Language Proficiency; Scores; State Universities; College Students; Foreign Countries; Correlation; Statistical Significance; Pronunciation; Accuracy; Vocabulary; Communication Strategies; Language Tests; Statistical Analysis; Turkey + Suchen Sie Ihr Suchwort? Muttersprachler; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Language teacher; Sprachunterricht; Schulnote; Studentische Bewertung; Mündliche Leistung; Sprachfertigkeit; Oral interpretation; Mündlicher Sprachgebrauch; Language skill; Language skills; Sprachkompetenz; Staatliche Universität; Collegestudent; Ausland; Korrelation; Aussprache; Wortschatz; Kommunikationsstrategie; Language test; Sprachtest; Statistische Analyse; Türkei
Abstract	Assessing speaking skills is regarded as a complex and hard process compared with the other language skills. Considering the idiosyncratic characteristics of EFL learners, oral proficiency assessment issue becomes even more important. Keeping this situation in mind, judgements and reliability of raters need to be consistent with each other. This study aims to compare native and non-native English language teachers' evaluation of EFL learners' speaking skills. Based on the oral proficiency scores in the final exam conducted at a state university in Turkey, the study analysed the scores given by native and non-native English language teachers to 80 EFL students attending preparatory classes in the 2014-2015 academic year. 3 native and 3 non-native English language teachers participated in the study. Data were collected through an analytic rating scale and analysed with the help of "independent samples t-test" and "Pearson product-moment correlation test." Pearson product-moment correlation test (calculated as 0,763) indicated that the raters had high inter-rater reliability coefficients. T-test results revealed that there is no statistically significant difference in the total scores given by both groups of teachers. The study also investigated the different components of speaking skills such as fluency, pronunciation, accuracy, vocabulary, and communication strategies with regard to the existence of significant difference between the scores. The only component which created a statistically significant difference was found to be pronunciation, which was expected prior to the research. In line with the overall findings of the study, it can be concluded that native and non-native English language teachers display almost identical rating behaviour in assessing EFL students' oral proficiency. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01