Test-Takers’ Strategic Behaviors in Independent and Integrated Speaking Tasks

Barkaoui, Khaled; Brooks, Lindsay; Swain, Merrill; Lapkin, Sharon

doi:10.1093/applin/ams046

Cited by 88 publications

(91 citation statements)

References 15 publications

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“…The past three decades have seen a wealth of research into the description and taxonomies of speaking strategies (e.g., Cohen, 2010;D€ ornyei & Scott, 1997), the effects of speaking tasks on the choice of strategy (e.g., Barkaoui, Brooks, Swain, & Lapkin, 2013;Foster, 1998), and strategy-based instruction (SBI) for speaking (e.g., Goh & Burns, 2012;Zarandi & Rahbar, 2016). The results of these studies have indicated that students receiving SBI showed significant improvement in their overall speaking performance, particularly the quality and quantity of strategy use for solving interaction problems and enhancing communication effectiveness.…”

Section: Speaking Strategiesmentioning

confidence: 99%

Speaking Anxiety and Strategy Use for Learning English as a Foreign Language in Full and Partial English‐Medium Instruction Contexts

Chou

2018

TESOL Quarterly

132

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In recent years, Taiwan and other East Asian countries have begun to promote English‐medium instruction (EMI) at the tertiary level. Communicating through English in EMI classrooms is a basic requirement for English as a foreign language (EFL) learners, but it can be a challenge. Speaking a foreign language is a complex process that involves linguistic competence, speaking skills, and strategy use. Speaking strategies have been viewed as first aid devices used for interaction and communication, to address problems or breakdowns, and to remain active in communication. The purpose of this article is to investigate university students’ anxiety, strategy use, and difficulties when speaking English in full and partial EMI contexts. This research involved a large‐scale questionnaire survey of 638 students. The quantitative analyses were conducted through a multivariate analysis of variance, a hierarchical multiple regression, and chi‐square tests of independence. The results indicated that students receiving partial EMI exhibited high speech anxiety, a lack of confidence, and negative feelings toward English learning. Additionally, students in the partial EMI context were found to use rehearsal and paraphrasing strategies less frequently than those in full EMI contexts. Furthermore, a relationship was observed between the EMI context and difficulties in speaking reported by students.

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Section: Speaking Strategiesmentioning

confidence: 99%

Speaking Anxiety and Strategy Use for Learning English as a Foreign Language in Full and Partial English‐Medium Instruction Contexts

Chou

2018

TESOL Quarterly

132

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“…Although all the indices included in Crossley et al's (2014) predictor models were prompt-specific, the study highlights the importance of indices of lexical sophistication and cohesion in TOEFL speaking responses. Barkaoui et al (2013) represent a departure from investigations of task responses by examining the strategies employed by test-takers to complete the tasks. They found that although differences existed in strategy use between all tasks, the strategies used by testtakers when responding to each of the integrated tasks were more similar to each other than those used when responding to the independent tasks.…”

Section: Independent and Integrated Speakingmentioning

confidence: 99%

Construct validity in TOEFL iBT speaking tasks: Insights from natural language processing

2015

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This study explores the construct validity of speaking tasks included in the TOEFL iBT (e.g., integrated and independent speaking tasks). Specifically, advanced natural language processing (NLP) tools, MANOVA difference statistics, and discriminant function analyses (DFA) are used to assess the degree to which and in what ways responses to these tasks differ with regard to linguistic characteristics. The findings lend support to using a variety of speaking tasks to assess speaking proficiency. Namely, with regard to linguistic differences, the findings suggest that responses to performance tasks can be accurately grouped based on whether a task is independent or integrated. The findings also suggest that although the independent tasks included in the TOEFL iBT may represent a single construct, responses to integrated tasks vary across task sub-type.

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“…When asked by the researcher if they thought multiple‐choice questions helped them answer the questions more easily, they all agreed that it did. Although task types did not influence the test‐taking strategies used in the Barkaoui et al's () research on the TOEFL iBT speaking test, the reported findings from the five participants suggested that the type of test technique could also have impact on the choice of test‐taking strategies.…”

Section: Resultsmentioning

confidence: 99%

“…N. Anderson, Bachman, Perkins, and Cohen () investigated Spanish English as a second language university students' test‐taking strategy use in reading tests and found no relationship between the strategies used and reading subskills, nor any relationship between item difficulty and the students' performance. Also, in a study of the TOEFL iBT speaking test by Barkaoui, Brooks, Swain, and Lapkin (), the researchers found no relationship among the total number of reported strategy uses, independent and integrated task types, and the test scores of Chinese undergraduate students studying in the United States.…”

Section: Test‐taking Strategies For Reading Comprehensionmentioning

confidence: 99%

Strategy Use for Reading English for General and Specific Academic Purposes in Testing and Nontesting Contexts

Chou

2013

Reading Research Quarterly

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Language‐use strategies are considered potentially effective approaches that learners select to accomplish a second‐ or foreign‐language task. In the past three decades, there has been a proliferation of research concerned with learners' strategy use at different levels of language ability and the influence of L1 learner strategies on L2 language learning. The present study, however, looked at an underresearched topic: what strategies EFL learners adopted to read two types of articles (general and subject‐specific) in both testing and nontesting contexts. Ninety‐two Chinese‐major university students taking a Journalistic English course participated in the study. Questionnaires with follow‐up interviews, and retrospective self‐reports were employed. The results showed that the participants used similar strategies but to different degrees while reading general and subject‐specific articles and taking reading comprehension tests. Also, the participants' comprehension of the two types of reading genres in testing and nontesting situations was, in part, determined by their information‐processing stages and accessibility of schemata. When attempts to use cognitive strategies failed, strategies for monitoring, regulating, and managing information were adopted to compensate for the incomprehension of articles. The findings suggest that effective teaching for intermediate university‐level EFL students like the sample group should encompass a combination of subject‐specific language and content reinforcement followed by strategic reading instruction using subject‐specific articles.

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Test-Takers’ Strategic Behaviors in Independent and Integrated Speaking Tasks

Cited by 88 publications

References 15 publications

Speaking Anxiety and Strategy Use for Learning English as a Foreign Language in Full and Partial English‐Medium Instruction Contexts

Speaking Anxiety and Strategy Use for Learning English as a Foreign Language in Full and Partial English‐Medium Instruction Contexts

Construct validity in TOEFL iBT speaking tasks: Insights from natural language processing

Strategy Use for Reading English for General and Specific Academic Purposes in Testing and Nontesting Contexts

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