Assessing Oral Proficiency: A Comparison of Holistic and Objective Measures

Gene B. Halleck

48 citations0/0 files storedModern Language Journal

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EFL/ESL Teaching and Learning Second Language Acquisition and Learning Second Language Learning and Teaching

Abstract

This study examines the relationship between holistic judgments of oral proficiency and objective measures of syntactic maturity in the Oral Proficiency Interviews (OPIs) of 107 students of English as a foreign language (EFL) in Tianjin, China. The analysis compares a holistic rating of proficiency level (Intermediate, Advanced, and Superior) with objective measures (Mean T-Unit Length, Mean Error-Free T-Unit Length, and Percent of Error-Free T-Units) for three separate interview tasks (Describing/Narrating, Role Playing, and Asking Questions). Results of the repeated measures Multivariate Analyses of Variance (MANOVAs) indicate significant main effects for proficiency level and interview task.

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References

1986Input in Second Language Acquisition 1965Grammatical structures written at three grade levels 1976Language Development: Kindergarten Through Grade Twelve 1983Issues in Language Testing Research.1983On the Variability of Interlanguage Systems*1987Interlanguage Variability in Narrative Discourse: Style Shifting in the Use of the Past Tense 1985Classroom oriented research in second language acquisition 1988Variation in interlanguage

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2000The Rating of Direct and Semi‐Direct Oral Proficiency Interviews: Comparing Performance at Lower Proficiency Levels 1998Assessing Students' Oral Proficiency in an Outcome-Based Curriculum: Student Performance and Teacher Intuitions 2010Features of oral proficiency in task performance by EFL and JFL learners 2003Research on the Oral Proficiency Interview: Analysis, Synthesis, and Future Directions

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