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Strategy Use in a Spoken Dialog System-Delivered Paired Discussion Task: A Stimulated Recall Study
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Gokturk, Nazlinur; Chukharev-Hudilainen, Evgeny – Language Testing, 2023
With recent technological advances, researchers have begun to explore the potential use of spoken dialog systems (SDSs) for L2 oral communication assessment. While several studies support the feasibility of building these systems for various types of oral tasks, research on the construct validity of SDS-delivered tasks is still limited. Thus, this…
Descriptors: Oral Language, Dialogs (Language), Second Language Learning, Second Language Instruction
Mapping the Fluctuating Effect of Strategy Use Ability on English Reading Performance for Nursing Students: A Multi-Layered Moderation Analysis Approach
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Cai, Yuyang; Kunnan, Antony John – Language Testing, 2020
An essential hypothesis of modern language assessment theory pertains to the interaction between strategy use ability (strategic competence) and second language knowledge. However, how they interact with each other is rarely explored. Drawing on relevant research in the literature, in this paper we proposed three interaction patterns (i.e.,…
Descriptors: English (Second Language), Second Language Learning, Nursing Education, Reading Tests
Speaking Self-Assessment: Mismatches between Learners' and Teachers' Criteria
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Babaii, Esmat; Taghaddomi, Shahin; Pashmforoosh, Roya – Language Testing, 2016
Perceptual (mis)matches between teachers and learners are said to affect learning success or failure. Self-assessment, as a formative assessment tool, may, inter alia, be considered a means to minimize such mismatches. Therefore, the present study investigated the extent to which learners' assessment of their own speaking performance, before and…
Descriptors: Self Evaluation (Individuals), Evaluation Criteria, Oral Language, Second Language Learning
Convergent vs. Divergent Assessment: Impact on College EFL Students' Motivation and Self-Regulated Learning Strategies
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Huang, Shu-Chen – Language Testing, 2011
This study examined two types of classroom assessment events, the more closed convergent assessments (CA) versus the more open-ended divergent assessments (DA), to see if they influence learners differently in terms of motivation and learning strategies. Participants were 105 college freshmen in Taiwan with the same instructor placed under one…
Descriptors: College Freshmen, Speech Communication, Self Efficacy, Performance Based Assessment
A Closer Look at the Relationship of Cognitive and Metacognitive Strategy Use to EFL Reading Achievement Test Performance.
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Phakiti, Aek – Language Testing, 2003
Investigates the relationship of test-takers' use of cognitive and metacognitive strategies to English-as-a-Foreign-Language (EFL) reading test performance. Results suggest that use of cognitive and metacognitive strategies had a positive relationship to reading test performance; highly successful test-takers reported significantly higher…
Descriptors: Cognitive Processes, Language Tests, Learning Strategies, Metacognition
Language-Specific Prediction in Foreign Language Learning.
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MacWhinney, Brian – Language Testing, 1995
Reviews factors influencing reversals of expectations for language-learning outcomes. This article touches on psychological and neurological data regarding individual differences in language-learning mechanisms and focuses on cross-linguistic psycholinguistic analysis that indicates that different target languages offer a wide variety of learning…
Descriptors: Cognitive Mapping, Data Analysis, Individual Differences, Language Aptitude