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ERIC Number: EJ959623
Record Type: Journal
Publication Date: 2012
Pages: 19
Abstractor: As Provided
ISSN: ISSN-0958-8221
Validation of a Videoconferenced Speaking Test
Kim, Jungtae; Craig, Daniel A.
Computer Assisted Language Learning, v25 n3 p257-275 2012
Videoconferencing offers new opportunities for language testers to assess speaking ability in low-stakes diagnostic tests. To be considered a trusted testing tool in language testing, a test should be examined employing appropriate validation processes [Chapelle, C.A., Jamieson, J., & Hegelheimer, V. (2003). "Validation of a web-based ESL test." "Language Testing," 20, 409-439.]. While developing a speaking test, language testers need to gather evidence to build a validity argument with theoretical rationales. These rationales should be based on test purpose and validation considerations that affect decision making on test design and validation [Chapelle, C. (2001). "Computer applications in second language acquisition: Foundations for teaching, testing, and research." Cambridge: Cambridge University Press.] To obtain theoretical soundness in validation, spec-driven test development [Davidson, F., & Lynch, B. (2002). "Testcraft: A teacher's guide to writing and using language test specifications." New Haven, CT and London: Yale University Press.] was applied to speaking test development. Experimental tests were carried out with 40 test takers using face-to-face and videoconferenced oral interviews. Findings indicated no significant difference in performance between test modes, neither overall nor across analytic scoring features. Findings from qualitative data also evidenced the comparability of the videoconferenced and face-to-face interviews in terms of comfort, computer familiarity, environment, non-verbal linguistic cues, interests, speaking opportunity, and topic/situation effects with little interviewer effect. Data taken from test spec evolution, test scores, post interview, and observations were analyzed to build a validity argument using Bachman and Palmer's (1996. "Language testing in practice." Oxford: Oxford University Press.) usefulness analysis table. The collected evidence suggests that the videoconferenced interview was comparable to the face-to-face interview with respect to reliability, construct validity, authenticity, interactiveness, impact, and practicality. (Contains 10 tables and 2 figures.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Korea