Evaluating Interactional Competence in Interview and Paired Discussion Tasks: A Rater Cognition Study

Autor/in	Vo, Sonca
Titel	Evaluating Interactional Competence in Interview and Paired Discussion Tasks: A Rater Cognition Study
Quelle	In: TESOL Journal, 12 (2021) 2, (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Vo, Sonca)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1949-3533
DOI	10.1002/tesj.563
Schlagwörter	Interviews; Interpersonal Communication; Nonverbal Communication; Interaction; Evaluators; Tests; Interaction Process Analysis; Task Analysis; Discussion + Suchen Sie Ihr Suchwort? Interviewing; Interviewtechnik; Interpersonale Kommunikation; Non-verbal communication; Nonverbale Kommunikation; Interaktion; Examination; Prüfung; Examen; Prozessanalyse; Aufgabenanalyse; Diskussion
Abstract	Studies of interaction in speaking assessment have highlighted problems regarding the unequal distribution of interaction patterns in different task types. However, little attempt has been made to include both verbal and nonverbal interaction features elicited in the tasks. Therefore, this study examined the elicitation of verbal and nonverbal interaction in different task types by investigating which types of interaction features raters noticed when rating interaction across interview and paired discussion tasks. The study analyzed the use of interaction features in 32 verbal reports from four raters who commented on interaction features that affected their judgment. The findings of the study suggest that both verbal and nonverbal communication contributed to interactional effectiveness. The study also revealed that test-takers seem to have more opportunities to demonstrate their interactional ability in paired task formats than in interview formats. Pedagogical implications are also provided. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01