Interface design in computer-based language testing

Fulcher, Glenn

doi:10.1191/0265532203lt265oa

Cited by 47 publications

(54 citation statements)

References 15 publications

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“…Following the interactional view of the language competence model (Bachman & Palmer, 1996), Fulcher (2003a) notes that the strategies used in speaking were derived from analysis of strategic competence, which "provides details of what we could look for in test-takers' speech" (p.31). He also states that the strategies used in speaking comprise two main categories: achievement and avoidance.…”

Section: Speaking Strategy Taxonomymentioning

confidence: 99%

“…Strategic competence is thus significant in LSP ability utilized in speech production. An analysis of strategic competence can provide details that we can anticipate from students' performances (Fulcher, 2003a). Moreover, a number of research studies have claimed that successful learners employ a particular type of strategy in their communication (Swain, Huang, Barkaoui, Brooks & Lapkin, 2009;Lam, W.Y.K., 2007;Nakatani, 2006).…”

Section: Introductionmentioning

confidence: 99%

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Online Speaking Strategy Assessment for Improving Speaking Ability in the Area of Language for Specific Purposes: The Case of Tourism

Phaiboonnugulkij¹,

Prapphal²

2013

ELT

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The purpose of this study was to compare the differences in strategies used in an online language for specific purposes (LSP) speaking test in tourism with two proficiency groups of students, and to investigate the strategies that should be used for low-proficiency students to improve their LSP speaking ability. The Web-based Speaking Test in English for Tourism (WBST-EFT) and a coding scheme were used as research instruments. Descriptive statistics, the Man-Whitney U test, percentages, and qualitative content analysis from verbal reports were used in the data analysis. The findings showed that the two proficiency groups significantly and differently reported cognitive and metacognitive strategies for this LSP online speaking test. The qualitative results indicated that high-proficiency students used more complex details in all of the sub-strategies than the low-proficiency students. Low-proficiency students should be trained to effectively employ these strategies to improve their LSP speaking ability through the use of an online LSP speaking test that has been considered as an effective tool and that provides an opportunity for students to self-assess and self-practice their performances. Both strategies and online speaking tools can be used with a large number of students to develop LSP speaking ability in tourism.

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Section: Speaking Strategy Taxonomymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Online Speaking Strategy Assessment for Improving Speaking Ability in the Area of Language for Specific Purposes: The Case of Tourism

Phaiboonnugulkij¹,

Prapphal²

2013

ELT

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“…Findings of other studies, however, suggest that test takers can get distracted by video and images (Wagner, 2007;Suvorov, 2009). According to Fulcher (2003), the integration of multimedia in speaking tests is even more problematic due to challenges with the timing of test takers' recordings on one hand, and the dearth of research on the effect of visuals on test takers' performance on the other hand. Thus, the question of whether it is worth investing the time and money to create and implement multimedia in language tests remains open.…”

Section: Use Of Multimedia In Caltmentioning

confidence: 99%

Computer‐Assisted Language Testing

Suvorov

Hegelheimer

2013

The Companion to Language Assessment

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Technological advancements that occurred since the late 1980s have revolutionized many aspects of human life including second language (L2) education. Language learners and teachers are now presented with a plethora of technology‐enhanced instructional materials and resources varying from simple electronic dictionaries to full‐fledged online language programs. The ubiquity of technology has also affected language assessment and engendered the field of computer‐assisted language testing (CALT), dedicated to exploring how computers and technology can be utilized for evaluating different language skills of non‐native speakers. Computers have had a significant impact on language testing. First, Web‐based L2 tests have created new opportunities for measuring the L2 proficiency of multiple students anywhere in the world without a need for them to be physically present at a language test center. In addition, progress in natural language processing (NLP) techniques have made it possible for test takers to receive immediate assessment of their L2 abilities. Technological advances have also resulted in the development of more secure and reliable language tests. Nowadays one can either choose from a variety of computer‐based language tests designed for different groups of users and different purposes or develop customized language assessment using available tools and applications. However, even though technology appears to have promising potential for language testing, its use is not without challenges and problems. This chapter begins with a brief introduction of the field and presents a framework for the description of computer‐assisted language tests. Next, it includes a description of major existing language tests and platforms for test development and delivery. The following discussion focuses on the principal recent developments in CALT and reports on the main trends in research. The last section of the chapter concludes by outlining the key challenges and future directions for CALT.

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“…Researchers need to know whether this not so innovative type of assessment reduces the common challenges candidates face when taking a language exam. Although there are many studies devoted to describing what test designers have to do to implement good computer tests (Fulcher, 2003;García-Laborda, 2007), limited attention has been devoted/channelled to discovering candidates' test experiences and their opinions about how their speaking and written performance are affected in computer tests. cbt can deal with the large amounts of test-takers' answers to present reliable results in a brief time.…”

Section: Introductionmentioning

confidence: 99%

Anxiety in Language Testing: The APTIS Case

Robles¹

2017

Profile: Issues Teach. Prof. Dev.

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The requirement of holding a diploma which certifies proficiency level in a foreign language is constantly increasing in academic and working environments. Computer-based testing has become a prevailing tendency for these and other educational purposes. Each year large numbers of students take online language tests everywhere in the world. In fact, there is a tendency to use these tests more and more. However, many students might not feel comfortable when taking this type of exams. This paper describes a study regarding the fairly new aptis Test (British Council). Thirty-one students took the test and responded to a structured online questionnaire on their feelings while taking it. Results indicate that the test brings a considerable amount of anxiety along with it.Key words: Anxiety, computers, foreign language, testing.El requisito de tener un diploma que certifique el nivel de competencia en una lengua extranjera está aumentando en entornos académicos y laborables. La evaluación por ordenadores se ha convertido en una tendencia que facilita la recolección y procesamiento de las respuestas. Cada año, un considerable grupo de estudiantes toma los exámenes online para evaluarse en un idioma. Sin embargo, muchos de ellos pueden no sentirse cómodos con este formato de evaluación. Este artículo describe un estudio con el relativamente nuevo aptis Test del Consejo Británico. 31 estudiantes realizaron la prueba y respondieron un cuestionario online con preguntas abiertas sobre los sentimientos que tuvieron mientras se examinaban. Los resultados indican que la versión online provoca un considerable nivel de ansiedad.

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Interface design in computer-based language testing

Cited by 47 publications

References 15 publications

Online Speaking Strategy Assessment for Improving Speaking Ability in the Area of Language for Specific Purposes: The Case of Tourism

Online Speaking Strategy Assessment for Improving Speaking Ability in the Area of Language for Specific Purposes: The Case of Tourism

Computer‐Assisted Language Testing

Anxiety in Language Testing: The APTIS Case

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