Literaturnachweis - Detailanzeige
Autor/inn/en | Inoue, Chihiro; Lam, Daniel M. K. |
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Titel | The Effects of Extended Planning Time on Candidates' Performance, Processes, and Strategy Use in the Lecture Listening-into-Speaking Tasks of the "TOEFL iBT"® Test. TOEFL® Research Report. RR-93. ETS RR-21-09 |
Quelle | In: ETS Research Report Series, (2021), (32 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 2330-8516 |
Schlagwörter | Foreign Countries; English (Second Language); Language Tests; Second Language Learning; Test Wiseness; Planning; Foreign Students; College Students; Scores; Learning Strategies; Metacognition; Listening; Speech Skills; Validity; Cognitive Processes; Language Proficiency; United Kingdom; Test of English as a Foreign Language Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Language test; Sprachtest; Zweitsprachenerwerb; Ablaufplanung; Planungsprozess; Collegestudent; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Hörvorgang; Zuhören; Mündliche Leistung; Sprachfertigkeit; Gültigkeit; Cognitive process; Kognitiver Prozess; Language skill; Language skills; Sprachkompetenz; Großbritannien |
Abstract | This study investigated the effects of two different planning time conditions (i.e., operational [20 s] and extended length [90 s]) for the lecture listening-into-speaking tasks of the "TOEFL iBT"® test for candidates at different proficiency levels. Seventy international students based in universities and language schools in the United Kingdom (35 at a lower level; 35 at a higher level) participated in the study. The effects of different lengths of planning time were examined in terms of: (1) the scores given by ETS-certified raters; (2) the quality of the speaking performances characterized by accurately reproduced idea units and the measures of complexity, accuracy, and fluency; and (3) self-reported use of cognitive and metacognitive processes and strategies during listening, planning, and speaking. The results found neither a statistically significant main effect of the length of planning time nor an interaction between planning time and proficiency on the scores or on the quality of the speaking performance. There were several cognitive and metacognitive processes and strategies where significantly more engagement was reported under the extended planning time, which suggests enhanced cognitive validity of the task. However, the increased engagement in planning did not lead to any measurable improvement in the score. Therefore, in the interest of practicality, the results of this study provide justifications for the operational length of planning time for the lecture listening-into-speaking tasks in the speaking section of the TOEFL iBT test. (As Provided). |
Anmerkungen | Educational Testing Service. Rosedale Road, MS19-R Princeton, NJ 08541. Tel: 609-921-9000; Fax: 609-734-5410; e-mail: RDweb@ets.org; Web site: https://www.ets.org/research/policy_research_reports/ets |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |